HTH 106: P REPARATION TO T EACH E NGLISH L ANGUAGE L EARNERS High Tech Instructor: Marisol Franco-Flores

A S WE BEGIN … Sign-in and grab your name tent Find your Colombia travel partner and share the following: Think of a situation in which you had to communicate in a language that you are not fluent in (as speaker and/or listener). What helped you understand? What helped the other person (people) understand you?

N ORMS Start and end on time. Listen actively. Hard on the content, soft on the people Keep an open mind. Follow the protocol. Be prepared. Cell phones on silent. Computers only for course content. Respect classroom space.

S ESSION 3: Agenda: 1. As we begin… 2. Lección de Biología 3. Teacher Talk Demos and  Skits 4. Video clip share-outs Follow abridged video protocol 5. Exit card/Reminders

¡B IENVENIDOS A LA CLASE DE B IOLOGÍA ! Genes Dominantes y Recesivos Instrucciones: 1. Tú y tu pareja serán “padres.” 2. Primero, decidan si será un niño o una niña. 3. Cada uno tiene que lanzar una moneda al aire para determinar los rasgos de su hijo/hija. 4. Por cada rasgo circulen el gen “ dominate”, “híbrido” o “recesivo”. 5. Al final, dibujen a su hijo/a con los rasgos indicados al otro lado del papel. 6. ¡Felicidades por su hermoso bebé!

T EACHER T ALK processing time Language learners require additional processing time of oral language. These strategies can help 1) Provide additional processing time 2) Assist in processing L2 3) Build language schema in the L2

T EACHER T ALK : L ESSON D EMOS Find your group

T EACHER D EMONSTRATIONS Review the strategy that you and your partner(s) were assigned Prepare 2 1-minute skits to illustrate your strategy Wah-wah Skit 1= What NOT to do Super Star Skit 2= What to DO Additional information about each strategy can be found in your textbook (Ch. 6 and 7) 15 minutes to prepare

Strategy: Don’t ask “Does everyone understand?” Make asking questions easier for students. Strategy: Demonstrate your words Students can “see” how to find an answer or solve a problem. Think-alouds and modeling help students do this. T EACHER T ALK / S TUDENT S PEAK

Strategy: Slow down! ELLs take longer to process what they hear. Slow down your speech by pausing an extra beat or two at natural breaks in speech. Strategy: Enhance the intonation of your words Equivalent to underlining, bolding, or italicizing words in writing.

Strategy: Allow extra wait time Wait time is even more essential for ELLs because they have an additional layer of language processing to go through. Try telling students that you will give a certain amount of wait time, and only allow students to raise their hands when you give a signal. Strategy: Use fewer pronouns It, they, he, she Try to repeat names and other nouns more frequently than you might normally. T EACHER T ALK / S TUDENT S PEAK

Strategy Simplify your sentence structure Break complex sentence structures down into simple sentences. Strategy: Focus on Content Don’t overtly correct language and pronunciation. Instead, model correct usage by rephrasing student answers. Strategy: Become aware of idiomatic language “Don’t beat around the bush.” “Hit the books!” “Break a leg.” If you use idioms, paraphrase them with a literal translation. T EACHER T ALK / S TUDENT S PEAK

Strategy: Use gestures Hold fingers up when you are numbering steps or pieces of information. Pantomime terms and concepts. Hold up or point to objects or visuals in the classroom. Strategy: Use visuals and graphics Write key words and phrases on the board Draw sketches and diagrams. Incorporate pictures, models and realia T EACHER T ALK / S TUDENT S PEAK

T EACHER T ALK : V IDEO D EMOS Complete the video protocol for each person in your group About 45 minutes (15 min. per person)

F OR NEXT WEEK : 1. PITP #3: Choose one option Strategy implementation from class (Ch. 6 or 7) Reflection on your video and the feedback you received 2. 3 DJs: Reiss Chap. 8 and 9; Understanding Language article (choose content-specific article) 3. Bring a challenging English-language text that your students will read/hear in your class. (project handout, homework assignment, science information, book, article, video, etc.) 4. Look ahead: Scaffolding project intro next class. Think about what project you would like to use.