We acquire languages in a multi-step
process and some of us take to learning a new language faster than others. Whether you are fast or slow, educational instructors are required to accommodate for your needs.
As a teacher in North America I will be expected to do just that.
Next semester I will be teaching K-3. One
topic I will teach is social studies. A unit of focus in that subject may
be to teach children about the different jobs that people in their community have and the places that they work.
This is how I would go about teaching ELL students
(of different levels) the required topic:
*ELL have different activities that are derived from the same goal = learn jobs and places, but the tasks are set to their ability levels
*ELL have different activities that are derived from the same goal = learn jobs and places, but the tasks are set to their ability levels
Stage I student: Pre-Production
Their ability - May have
~500 words in their mental vocabulary, but will not speak on their own.
However, students will be able to repeat (parrot) what is spoken to them.
They will be active listeners, be able to mimic gestures, responsive to visuals
Strategies for language/content
acquisition - listening skills and
understanding; building vocabulary; single word responses; pair work; repetition
Classroom example - Teacher uses large, clear visual pictures to develop students’ vocabulary of job and building words (i.e. police officer, police station, doctor, hospital, teacher, school). Students drill the words, repeating after the teacher, practicing saying to a partner/listening to partner say back. Then teacher gives students their own set of picture cards and has them select the correct card when she says the vocabulary word. Games like Memory and Bingo are simple but effective games for students of this level.
Classroom example - Teacher uses large, clear visual pictures to develop students’ vocabulary of job and building words (i.e. police officer, police station, doctor, hospital, teacher, school). Students drill the words, repeating after the teacher, practicing saying to a partner/listening to partner say back. Then teacher gives students their own set of picture cards and has them select the correct card when she says the vocabulary word. Games like Memory and Bingo are simple but effective games for students of this level.
Stage II student: Early Production
Their ability - Child's vocabulary has expanded to ~1000 words. They are able to speak in short language chunks, that may or may not be properly formed.
Their ability - Child's vocabulary has expanded to ~1000 words. They are able to speak in short language chunks, that may or may not be properly formed.
Strategies for language/content
acquisition - yes/no either/or questions; accept short
(improper) answers encourages student stop talk more without fear of risk; simplify content based learning for them, graphic
organizers, short sentences
Classroom example - This child will be similar to a Stage I student, but will be more willing to become involved in activities. Let them try, but provided simplified question for him/her (i.e. "Where does a police office work?" "Who works at a police station?" - answers need only be one word responses. Use pictures and realia to emit responses from ELL students (i.e. pictures of a police car, handcuff, a bad guy = "What job is this for?". Students do not have to know the words for the pictures, they just have to be able to recognize them and associate them with the correct job).
Classroom example - This child will be similar to a Stage I student, but will be more willing to become involved in activities. Let them try, but provided simplified question for him/her (i.e. "Where does a police office work?" "Who works at a police station?" - answers need only be one word responses. Use pictures and realia to emit responses from ELL students (i.e. pictures of a police car, handcuff, a bad guy = "What job is this for?". Students do not have to know the words for the pictures, they just have to be able to recognize them and associate them with the correct job).
Stage III student: Speech
Emergence
Their ability - Now with a vocabulary of ~3000 words, students can create simple sentences. They can have short, slightly imperfect conversation with classmates, read basic stories, and the amount of the content based learning will be increased.
Their ability - Now with a vocabulary of ~3000 words, students can create simple sentences. They can have short, slightly imperfect conversation with classmates, read basic stories, and the amount of the content based learning will be increased.
Strategies for language/content
acquisition - vocabulary words with definitions; use a word bank
to fill-in words in sentences; read more stories by sounding out bigger word
through phonics
Classroom example - Students can read a story about different jobs in the community. Choose a store with short sentences and low-mid range difficulty of words. Screen the book for good sentences for ELL students to read aloud when doing whole class reading. Create modified worksheets when having students do comprehension work - perhaps the ELL student has a worksheet with less words missing on fill-in-the-blank questions or questions worded in an easier manner.
Classroom example - Students can read a story about different jobs in the community. Choose a store with short sentences and low-mid range difficulty of words. Screen the book for good sentences for ELL students to read aloud when doing whole class reading. Create modified worksheets when having students do comprehension work - perhaps the ELL student has a worksheet with less words missing on fill-in-the-blank questions or questions worded in an easier manner.
Stage IV student: Intermediate
Fluency
Their ability - Their vocabulary has expanded to ~6000 words that they can actively use. They are able to speak and write in more complex sentences. Share their opinions/thoughts. Are willing to ask questions on their own, so that they can understand a topic better. Will pull information, references and strategies from their native language to help them gain greater meaning from the content being taught in English.
Strategies for language/content acquisition - students understanding is greater, should be pushed and encouraged to form and/or combine ideas that they have learned and apply them a wider range of implications; develop writing to eliminate errors/mistakes; reading longer, more complex stories/articles; participate is class discussions/debates
Classroom example - Can complete a larger assignments, students are able to work in pairs to come up with a list of things they would like to know about a specific professions (teachers could provide a list of required issues that need to covered to assist students who are struggling to create their own). Once teacher has checked the list, charge pairs with the task of researching the profession online. Then have pairs make a poster sharing what they learned. Students present the poster to class.
Their ability - Their vocabulary has expanded to ~6000 words that they can actively use. They are able to speak and write in more complex sentences. Share their opinions/thoughts. Are willing to ask questions on their own, so that they can understand a topic better. Will pull information, references and strategies from their native language to help them gain greater meaning from the content being taught in English.
Strategies for language/content acquisition - students understanding is greater, should be pushed and encouraged to form and/or combine ideas that they have learned and apply them a wider range of implications; develop writing to eliminate errors/mistakes; reading longer, more complex stories/articles; participate is class discussions/debates
Classroom example - Can complete a larger assignments, students are able to work in pairs to come up with a list of things they would like to know about a specific professions (teachers could provide a list of required issues that need to covered to assist students who are struggling to create their own). Once teacher has checked the list, charge pairs with the task of researching the profession online. Then have pairs make a poster sharing what they learned. Students present the poster to class.
Stage V student: Advanced Fluency
Their ability - Students are near-native. Will have well developed cognitive thinking and be able to perform well in content based subjects.
Their ability - Students are near-native. Will have well developed cognitive thinking and be able to perform well in content based subjects.
Strategies for language/content
acquisition - students may still need a bit of assistance at the start of a new unit - offer help with difficult words or example concept in an alternative way so that they can comprehend
Classroom example - Teacher can ask students to compose an essay about what job they want to have when they grow up and why. ELL students will be able to write their response using a strong topic sentence, with a body that provides support siting specific details, and a nicely wrapped up closing sentence.
Classroom example - Teacher can ask students to compose an essay about what job they want to have when they grow up and why. ELL students will be able to write their response using a strong topic sentence, with a body that provides support siting specific details, and a nicely wrapped up closing sentence.
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