edmt5533 teaching in multilingual classrooms semester 1, 2011 presentation two
TRANSCRIPT
EDMT5533
TEACHING IN MULTILINGUAL CLASSROOMS
Semester 1, 2011
Presentation two
SUPPORTING ESL LEARNERS IN MAINSTREAM CLASSROOMS
The importance of talking and listening for The importance of talking and listening for second language learnerssecond language learners
TALK facilitates
questioning
clarifying
deducing
negotiating
hypothesising
critically analysing
constructingdeconstructingreconstructing
risk taking
Talk facilitates…
Mode Continuum
Context embedded
Spoken like text Written like text
Writing up a science experiment
Language used while doing aAn experiment
Discussing an experiment with the teacher
Explaining findings of an experiment
Context reduced
Language around the taskPut it overLike this?Yeah that’s goodWe let it go now?123 nowOhOooohLook! Look it’s falling!It’s too high up maybe?It needs to be more up. Oh no!
Teacher/student discussion(T) So explain to me what happened in your
experiment?
(S) It went up but then it fell down.
(T) What do you mean? What fell down?
(S) The balloon. It couldn’t stay up..up
(T) Why do you think it wouldn’t stay up?
(S) This..part was going over..down..
(T) The neck.. that’s the neck. What was wrong
with it? Is it too big?
Teacher/student discussion(S) The neck of the balloon yeah it was going downlike this (demonstrates) and the balloon didn’t float up. We thought it would cos it is big but it didn’t.(T) Why do you think this giant balloon would not hover properly?(S) The neck of the balloon was falling down andthe um um air was not going down.. properly..itstopped the balloon hovering quickly on the table.(T) I see..the long neck of the balloon was not staying upright reducing the air flow. Do you agree?(S) yeah
More complex language in the explanation
“In our experiment the balloon was a giant balloon and we thought this balloon would make the hovercraft hover really quickly. We were wrong. The neck of the balloon was too long and it could not stay upright properly it was bent over reducing the air flow and reducing the movement of the hovercraft across the table.”
Writing the explanation using the correct register
In the hovercraft experiment, the variable was a giant balloon. The hypothesis was that the size of the balloon would make the hovercraft move more quickly across the tabletop. The experiment failed. The neck of the balloon was too long and it bent down stopping the air flow and reducing the movement of the hovercraft across the table.
“In our experiment the balloon was a giant balloon and we thought this balloon would make the hovercraft move really quickly. We were wrong. The neck of the balloon was
too long and it bent down stopping the air flow and reducing the movement of the Hovercraft across the table.”
Scaffolding student learning
student controlteacher control
controlled guided independent
shared control
Scaffolding student learning
student controlteacher control
controlled guided independent
shared control
Activities facilitate language learning when they are designed to allow:
Noticing aspects of language.Students are using receptive language skills
Recycling of target language.Students are using receptive & productive language skills
Recasting of target language.Students are using predominantly productive language skills
Learning English as a second language – activities
Learning English as a Second Language - Facilitating language learning
Recasting of target language.Students are usingpredominantly productive language skills
Language output
Noticing aspects of language.Students are using receptive language skills
Language input
Recycling of target language.Students are using receptive & Productive language skills
Language uptake
Scaffolding Language Learning
When planning for teaching ask these questions:1. Is the task challenging and relevant?2. What spoken demands will there be?3. What listening demands will there be?4. What texts will the students need to read?5. What specific vocabulary does the topic require the students
to know?6. What aspects of grammar does the topic require the
students to use?
Facilitating Second Language Learning - group work"When group work is set up effectively it has important
advantages over whole-class work for second language learning. McGroarty (1993) suggests that it offers benefits to second language learners in ways that are important for language learning.”
Reference: Kagan and Magroarty
1. Learners hear more language: learners hear a greater variety of language, and have more language directed toward them: group work situations increase the input to the learner.
2. Learners say more: the more a learner hears the more their output is also increased because they tend to take more turns, and in the absence of the teacher, have more responsibility for clarifying their own meanings.
3. Language is contextualised: what learners hear and what they learn in group work is embedded more easily because language is heard and used in an appropriate context and used meaningfully for a particular purpose.
Facilitating Second Language Learning - group work
4. There is likely to be considerable message abundancy: that is, similar ideas will be expressed in a variety of different ways by a variety of people.
5. Meaning is made: the need to get information or clarify meaning increases the likelihood of learners asking questions that genuinely seek new information.
6. Positive affective outcomes: Second language learners and those who are not confident often feel more comfort able working and speaking with peers in a smaller groups than being expected to perform in a whole-class situation.
Facilitating Second Language Learning - group work
Practical Ideas for Supporting the Second Language Learners in your Classroom
Negotiating School• Keep routines simple and use the same language each
time. • Use images and written labels with spoken language
wherever possible• Use “School language” such as recess, PE, numeracy
groups, literacy, assembly etc. • Use the same names for things in the school e.g. boys toilets, office, photocopy room, staff room• Use subject specific terminology in context if you want the
students to use it.
THE ROLE OF TALKING IN LEARNING
Communicative activities provide:• students with the opportunity to hear and use language.
• a situation where there is a need to use language in order to do the task.
• ESL students with opportunities to hear more proficient language modelled. Note: It is important that the language needed to for students to participate in the task be introduced before they do the task.
Examples of communicative activities
Enquiry and elimination• Using two matching posters or a set of matching
picture cards one student chooses a card or identifies an object on the poster (unseen by the other participants). The other students must guess what it is by asking yes/no questions, thus allowing them to eliminate certain characteristics. For students to develop the skills necessary for effective participation in enquiry and elimination games it is essential that they first build up familiarity with the pictures in question before they participate in the activity.
Barrier games• Otherwise known as information gap activities the aim is
for each student to share their information with the other students in order to complete the task. This can be done in pairs or teams. By taking turns, students ask questions in order to obtain information and complete the task, eg spot the difference, crosswords with down clues on one and across clues on the other, matrices with different information on each, describe and draw where one student describes and the other must draw what is described, cloze passage where the students have different words missing.
Examples of communicative activities
Rank orderingGroup or pairs of students rank items and justify their decisions, eg: likes and dislikes in food, things with the loudest sounds, sizes of animals, reasons e.g. Why we should wear hats at school.
Collaborative problem solvingEach member of the group has part of the information needed to solve a problem. Each member must share the information orally and contribute to the group problem solving process.
Examples of communicative activities
Sorting and classifyingIn pairs or groups, students sort objects into various categories determined by them and justify their reasons.
SequencingIn pairs, students sequence a series of pictures, dialogue, life cycles, texts etc, and recount the events.
MatchingIn large groups students must match: picture halves, words and pictures, shapes, colours etc.
Examples of communicative activities
Labelling and DescribingI Spy
Matrix Activities
Bingo
Examples of communicative activities
Examples of communicative activities
Communicative activities give all students:• substantive communication with others• opportunities to use of meta-language/ technical language
• a chance to negotiate meaning.• A fun way to learn and interact with peers in English
Learning English as a Second Language – ESL Based Teaching Sequence