1. Classmanagement
Ms. Vicky trevio
August, 2011
LEARNERSCHAPTER I

2. REASONS FOR LEARNING A NEW LANGUAGE
Movinginto a target languagecommunity.
Tooperatesuccessfullywithinthatcommunity
3. REASONS
EAP = Englishforacademicpurposes.
ESP = Englishfor a specificpurposeorspecialpurposes.
Legal, tourism, banking, nursinglanguage.
Business English
4. REASONS
Itwillbeuseful in internationalcommunication and travel.
GENERAL ENGLISH
5. DIFFERENT CONTEXTS FOR LEARNING
EFL = English as a foreignlanguage
Use Englishwhen travelling orcommunicatingwithotherpeoplefromwhatever country.
6. CONTEXTS
ESL = English as a secondlanguage
People living in the target languagecommunity, e.g. Scottish English, southernEnglishfromEngland, AustralianEnglish, TexanEnglish, etc.
7. CONTEXTS
ESOL = EnglishforSpeakers of OtherLanguages
Forinternationalcommunication.
8. SCHOOLS AND LANGUAGE SCHOOLS
Schools as part of thecurriculum, informationtechnology (IT).
Languageschools = smallclass, studentschoosetostudy.
Motivation.
9. LARGE CLASSES AND ONE-TO-ONE TEACHING
Preference
10. WORK
Thesizeaffectshowweteach.
Pairworkorgrupwork
Largeclasses = more interaction
One-to-one = specificneeds
11. IN-SCHOOL AND IN-COMPANY
In-school:conformto syllabus.
In-company: teachernegotiateclasscontentwithstudents and company.
12. REAL AND VIRTUAL LEARNING ENVIRONMENT
Real = traditional.
Virtual = internet
Motivation
13. LEARNER DIFFERENCES
Age
Children: 2 to 14
Veryyounglearners:2 to 5
Young learners: 5 to 9
Adolescence: 12 to 17
Young adults: 16 to 20
Adults:21 --
14. CHILDREN
Dontfocus.
Takeinformationallaround.
Kinesthetic
Short attentionspam
Lesseffectivetolearngrammar rules.
Respondwellto individual teacherattention.
Pleasedtoreceiveteachersapproval.
Remarkablefacilitytobecomecompetentspeakers.
Forgetlanguageseasily.
15. ADOLESCENTS
Greatercapacityforabstractthought.
Intellects are kicking in.
Enormouspotentialforcreativethought.
Passionatecommitmenttothingswhichintereststhem.
Searchforidentity
Needforself-esteem.
Peer groupratherthanteacherapproval.
16. ADULTS
Widerrange of experiences
More disciplined
Responsible
Have a clearunderstanding of whythey are learningthings.
Iftheyhadnegativelearningexperiences = nervous
Strongviewsaboutteachingmethods
17. TEACHING STRATEGIES
Youngerchildren: games, songs, puzzles.
Adolescents: peer groupactivities, theirchoice of topics.
Adults: inspiringconfidence and cooperation
18. LEARNING STYLES
Neuro-LinguisticProgramming (NLP)
Students are influencedby visual stimuli.
See = remember
19. LEARNING STYLES
Otherlearners, are affectedbyauditory input.
20. LEARNING STYLES
Kinesthetic: physicalactivity
21. HOWARD GARDNER MULTIPLE INTELLIGENCES
22. In anyclassroomwehave a number of differentindividualswithdifferentlearningstyles and preferences.
Homeworkisgoodforeveryone
Reading forpleasure as well.
Whatisyourlearningstyle?
http://www.personal.psu.edu/bxb11/LSI/LSI.htm
23. LEVELS
Threebasicdistinctions
Beginner: dontknowthelanguage.
Successorfailureiseasytosee.Stressfulforadults.
Intermediate:havecertainknowledge of thelanguage.
Successislessobvioussincetheyhavealreadyachieved a lot= plateaueffect
Advanced:communicatesfluently.
Stilldanger of theplateaueffect.Developappropriacy = usingtherightlanguage in therightsituation.Orconnotation= wordswith a negativeor positivetinge.And inference = readingbehindthewords.
24. LEVELS
False beginners:actuallyknowthelanguage, justneedsactivation.
Elementary: communicate in a basicway.
Pre-intermediate: havenotyetachievedintermediatecompetence.
Upper-intermediate:havethecompetence of intermediate plus an extended knowledge of grammaticalconstruction and skill use.
25. ALTE
Association of LangugeTesters of Europe
Languagecompetencylevelsforthelearners of a differentlanguage.
26. ALTE
CommonEuropean Framework
Students can do at variouslevels
Rangingfrom
A1: beginners, false beginners and elementary
A2 pre intermediate
B1 intermediate
B2 intermediatetoupperintermediate
C1 upperintermediate
C2 advanced
27. CAN DO A1
Complete basicforms
Write notes
Time
Dates
Places
28. A2
Complete forms
Write short simple letters
Personal information
29. B1
Writeletters
Make notes on familiar orpredictablematters
30. B2
Take notes
Write a letterincluding non-standardquestions
Ex."But what if you already know the explanation to that question?"
31. C1
Prepare a draft
Professional correspondence
Takereasonablyaccurate notes
Writeanessay
Show anhabilitytocommunicate
32. C2
Writelettersonanysubject
Full notes of meetings
Goodexpression
Accuracy
33. EDUCATIONAL AND CULTURAL BACKGROUND
Homeswhereeducationishighlyvalued.
Parental help.
Lesssupportivebackground.
No backupisoffered
Learningby rote
Memorizing
Learningbydoing
Projects and experiments
Multilingualclasses
Differentmothertongues
34. MOTIVATION
Thedesiretolearnorachievesomething.
Extrinsicmotivation= fromtheoutside.
Intrinsicmotivation =fromwithinthe individual orinsidetheclassroom.
Sustainingmotivation
Appropriatelevel of challenge
Affect = howthestudentsfeelaboutlearning.
Agency = studentstakingresponsibilityforthemselves.
Be thedoer in theclass.
Encouragingwords and deeds: support and guidance
35. RESPONSIBILITY FOR THE LEARNING
Learnerautonomy
Graduallyextendthestudents role in learning
Monolinguallearnerssdictionary
Self-access center
Resourceson line tovisit.
36. HOMEWORK
Complete thelearningstyle test in thefollowing link:
http://www.personal.psu.edu/bxb11/LSI/LSI.htm
Researchabout
DIFFERENTIATED CLASSROOM
Whatisit?
What are otherlearnerdifferences?
Howshouldtheybemanaged?
Write a summaryincludingthesourceorreferences.