TESOL Andrew DeMato & Javier Segura Andrew DeMato & Javier Segura

TESOL  TESL  ESL  TEFL  TESL  ESL  TEFL

School Goals  Elementary  Jr. High  High School  Elementary  Jr. High  High School

Before You Begin Planning  Students  Know their level  Know what they like  Know how they learn  Organize  Scaffolding  Carry out the Lesson Plan  TESOL method  Students  Know their level  Know what they like  Know how they learn  Organize  Scaffolding  Carry out the Lesson Plan  TESOL method

Your Students  Do you know what they like?  How do they learn?  What are the strengths or weaknesses of the Japanese student?  Do you know what they like?  How do they learn?  What are the strengths or weaknesses of the Japanese student?

Multiple Intelligences  The Theory  7 in total (some will argue 9)  Visual/Spatial  Linguistic  Logical-Mathematical  Bodily-Kinesthetic  Musical  Interpersonal  Intrapersonal  The Theory  7 in total (some will argue 9)  Visual/Spatial  Linguistic  Logical-Mathematical  Bodily-Kinesthetic  Musical  Interpersonal  Intrapersonal

Visual/Spatial Learners  Ability to to think through pictures (visual learning)  See the Big picture while missing the fine details  Organize information in a unique way  Learn best by  Creating art  Using their imagination  Seeing relationships  Charts, pictures, videos  Ability to to think through pictures (visual learning)  See the Big picture while missing the fine details  Organize information in a unique way  Learn best by  Creating art  Using their imagination  Seeing relationships  Charts, pictures, videos

Linguistic Learners  Ability to understand words, both spoken and written  Learn best by  Reading, writing, and listening  Ability to understand words, both spoken and written  Learn best by  Reading, writing, and listening

Logical-Mathematical Learners  Ability to understand numbers and logical concepts well and possession of reasoning skills  Learn by  Problem solving  Classifying and categorizing  Connecting long chains of reason  Investigation and scientific processes  Ability to understand numbers and logical concepts well and possession of reasoning skills  Learn by  Problem solving  Classifying and categorizing  Connecting long chains of reason  Investigation and scientific processes

Bodily-Kinesthetic Learners  Ability to control body movements and handle objects skillfully.  Express themselves through movement  Have good sense of balance  Interact with the space around them  Learn by  Hands on experimentation  Acting  Miming  Ability to control body movements and handle objects skillfully.  Express themselves through movement  Have good sense of balance  Interact with the space around them  Learn by  Hands on experimentation  Acting  Miming

Musical Learners  Ability to produce and appreciate music.  Think in  Sounds  Rhythm  Patterns  Learn best  Through chants  Rhythm  Melodies  Ability to produce and appreciate music.  Think in  Sounds  Rhythm  Patterns  Learn best  Through chants  Rhythm  Melodies

Interpersonal Learners  Ability to relate and understand others.  Learn best by  Interacting with others  Ability to relate and understand others.  Learn best by  Interacting with others

Intrapersonal Learners  Ability to self-reflect and be aware of one’s inner state of being.  Learn by  Understanding their  Feelings  Strengths and weaknesses  Ability to self-reflect and be aware of one’s inner state of being.  Learn by  Understanding their  Feelings  Strengths and weaknesses

S.W.B.A.T.  By the end of the lesson Students Will Be Able To…

Scaffolding  Base new knowledge on prior knowledge  Have lessons build to bigger units/goals.  Base new knowledge on prior knowledge  Have lessons build to bigger units/goals.

Theory in Practice  Model Lesson/unit

TESOL Methods  Grammar Translation  Communicative Language Teaching  Audiolingualism  Outreach Learning (LAMP)  Community Language Learning (CLL)  Total Physical Approach (TPR)  Natural Approach  Silent Way  Suggestopedia  Cognitive Academic Language Learning Approach (CALLA) (Content Based Teaching)  Computer Assisted Language Learning (CALL)  Lexical Approach  Grammar Translation  Communicative Language Teaching  Audiolingualism  Outreach Learning (LAMP)  Community Language Learning (CLL)  Total Physical Approach (TPR)  Natural Approach  Silent Way  Suggestopedia  Cognitive Academic Language Learning Approach (CALLA) (Content Based Teaching)  Computer Assisted Language Learning (CALL)  Lexical Approach

Methods  Audio/Lingual  Grammar Translation  T.P.R.  Communicative  Audio/Lingual  Grammar Translation  T.P.R.  Communicative

Audio/Lingual Method  Popular in the 1950’s  No explicit grammar instruction  Backward build up drill  Substitute drill  Transformation drill  The idea is for the students to practice the particular construct until they can use it spontaneously.  Popular in the 1950’s  No explicit grammar instruction  Backward build up drill  Substitute drill  Transformation drill  The idea is for the students to practice the particular construct until they can use it spontaneously.

Grammar Translation Method  L2 learning is based in terms of L1  Teacher Centered  Reading and writing focused  Grammar is deductive  Good for studying dead languages  L2 learning is based in terms of L1  Teacher Centered  Reading and writing focused  Grammar is deductive  Good for studying dead languages

T.P.R.  Use pictures, gestures facial expressions to communicate  Ss must process & figure out new language-believed to be like L1 acquisition  But…  Intro in L1  Low “affective filter” is necessary  Ss must process & figure out new language-believed to be like L1 acquisition  Use pictures, gestures facial expressions to communicate  Ss must process & figure out new language-believed to be like L1 acquisition  But…  Intro in L1  Low “affective filter” is necessary  Ss must process & figure out new language-believed to be like L1 acquisition

Communicative  Based in “Real Life” communication value  Many Information gaps and real life situations  Student centered  Based in “Real Life” communication value  Many Information gaps and real life situations  Student centered

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