Presentation on theme: "EA in ESL Teacher Training Workshops June 4, 6, & 8, 2007 – 4:45 to 7:45 p.m. Kapi‘olani Community College Teacher Preparation Program Shawn Ford and Veronica."— Presentation transcript:
EA in ESL Teacher Training Workshops June 4, 6, & 8, 2007 – 4:45 to 7:45 p.m. Kapi‘olani Community College Teacher Preparation Program Shawn Ford and Veronica Ogata, Facilitators
Wednesday, June 6 Session 1- 4:45-4:55Introduction and Overview of Session 4:55-5:05Introduction to Topic: Vocabulary Development 5:05-5:15Vocabulary Development Group Discussion 5:15-5:30Vocabulary Myths and Facts Lecture 5:30-5:45Academic Vocabulary PowerPoint Presentation 5:45-5:5510 MINUTE BREAK Session 2- 5:55-6:15Vocabulary to Pronunciation: Stress and Schwa 6:15-6:45Sample Lesson 6:45-6:5510 MINUTE BREAK Session 3- 6:50-7:20Group Work 7:20-7:35Group Reports 735-7:45Wrap-up: Homework, Friday Preview, Feedback
WELCOME! EA in ESL Teacher Training Summer Workshops Sponsors: Teacher Preparation Program at KCC, funded in part by a federal Perkins grant Audience: Workshops prepared for in-service EAs who work with NEP and LEP students in the DOE Purpose: Provide EAs with additional training, and Provide EAs with knowledge and strategies to facilitate and accelerate the language development of their ESL students We hope you enjoy our program and find it useful for your teaching situations!
During the workshop, please remember to… 1. Actively participate and be open to new ideas. 2. Complete all group, reflection, and “homework” tasks. 3. Stay on task so we can complete the material in each session on time.
Group Roles Leader Responsible for keeping the group on task. Makes sure that all members of the group have an opportunity to participate and learn. Timekeeper Responsible for keeping time and making sure that the group finishes the task on time. Recorder Writes out results of group activities or important discussion points. Also prepares presentation materials for oral reports. Reporter Gives oral responses about the group’s activities or discussions.
Language Development Maxims: 1. Language should not be taught in isolation. Language should always be taught in some sort of context, using meaningful content. Any attention to discrete skills should arise from content demands. 2. Learner-directed speech should always encompass BICS and CALP. This can be accomplished by using complete sentences to facilitate interaction. Repetition and recasting, along with expansion of ideas and the encouragement of inquiry should be part of all feedback.
Vocabulary Development Group Discussion 1. How do you help your students learn new vocabulary? If you currently don’t help with vocabulary, how would you attend to vocabulary? 2. How do you decide which vocabulary words to help your students learn? If you currently don’t work with vocabulary, how would you choose the vocabulary words? 3. Why is vocabulary development an important issue for second language learning?
Language Learning Myths and Facts 1. Teachers, textbooks, curricula, and the education system in general cover vocabulary development adequately. 2. Guessing meanings of words from context is an excellent strategy for learning second language vocabulary. 3. In learning another language, vocabulary is not as important as grammar or other areas.
Teachers, textbooks, curricula, and the education system in general cover vocabulary development adequately. Fact: Research shows repeatedly that there is no integrated approach to teaching vocabulary in our nation’s school system at the curriculum level. However, vocabulary development does remain an integral component of most state content standards. Textbooks as well rarely rise to the occasion insofar as vocabulary development. Teachers do the best job at vocabulary development, but these are generally ESL teachers or others in the language arts. Content area teachers rely on their textbooks for vocabulary development.
Guessing meanings of words from context is an excellent strategy for learning second language vocabulary. Fact: Guessing vocabulary from context is how native speakers learn new vocabulary from content. However, the use of context clues, an integral part of reading proficiency, is problematic for second language learners. Because of their limited vocabulary knowledge to begin with, second language learners are at a further disadvantage when they have to guess meaning from context.
In learning another language, vocabulary is not as important as grammar or other areas. Fact: Arguable, vocabulary is perhaps the most important component in second language ability. Language is based on words. Without words, communication is extremely difficult and limited. Knowledge of vocabulary is the key component of reading ability.
Vocabulary Development and ESL Here are some issue to consider for ESL students and vocabulary: Vocabulary must be taught in context. Vocabulary instruction should arise from content demands. Vocabulary learning needs must be linked to student needs based on content and not student proficiency level. Decisions about what students should read to develop vocabulary should be based on content needs and not on first language readers. Second language students must build their own contexts for learning.
Vocabulary Development and NEP/LEP Students Here are some issue to consider for low-level ESL students and vocabulary: Reading is for understanding content, and not for developing pronunciation. Feedback can attend to high frequency words. Focus on frequent words and content words. Avoid highly specialized vocabulary. With NEP and young learners, use vocabulary to stimulate interaction. This is important for developing CALP. Look for opportunities for expansion.
From Vocabulary to Pronunciation Focus attention on the stress of the word when working on pronunciation. Consonants are more important than vowels. However, emphasize the schwa-shift. Teach for intelligibility, not for native-speaker-like pronunciation.
Sample Activity: Vocabulary Development Content: General Science – course textbook Context: 6 th grade, Cantonese, Japanese, and Korean LEP pullout students Skills: reading, speaking, listening, writing
Lesson Plan Overview: 1. Choose vocabulary items based on the required context 2. Visual recognition of symbols: reading the words 3. Aural distinction of sounds: listening to the words 4. Written distinction of words: writing the words Production: selecting the words + feedback
6. Production: saying the words + feedback 7. Production: writing the words + feedback 8. Awareness-raising & practice: a. pronunciation- stress and schwa b. contextualize words- associations, collocations
9.Production: speaking in context 10.Feedback & Reinforcement 11.Production: writing in context 12.Feedback & Reinforcement
Report: 3 groups will now share with us the lesson plan that they created, based on their chosen context and teaching approach.
Reflection: Please take 5 minutes to write down your thoughts... What are your thoughts about this approach to vocabulary development? What are your thoughts about this vocabulary lesson? What will you adapt or adopt for use in your own teaching situation?
Please write your reflection on another piece of paper as a formal reflection on today’s workshop. Include any other thoughts and comments. Bring it on Friday to drop off when you sign in. Also, please take 5 minutes to complete today’s workshop feedback form, which is located in your folder. Please leave it on your tables when you are finished. Thank you!