What is grammar?What is grammar?

The importance of talking The importance of talking and listening for second and listening for second

language learnerslanguage learners

Learning English as a Second Learning English as a Second LanguageLanguage

Grammar is the system of relationships between elements of the sentence that links the ‘sounds’ to the ‘meanings’. It refers both to the knowledge of language in the speaker’s mind, and to the system as written within a culture and within a context.

Learning English as a Second Learning English as a Second LanguageLanguage

What is grammar?

Learning English as a Second Learning English as a Second LanguageLanguage group workgroup 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.”

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.

Learning English as a Second Learning English as a Second LanguageLanguage group workgroup work

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.

Learning English as a Second Learning English as a Second LanguageLanguage - - group workgroup work

Learning English as a Second Learning English as a Second LanguageLanguage - - group workgroup work

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.

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.

Learning English as a Second Learning English as a Second LanguageLanguage - - group workgroup work

5. Meaning is made: the need to get information or clarify meaning increases the likelihood of learners asking questions that genuinely seek new information.

Learning English as a Second Learning English as a Second LanguageLanguage - - group workgroup work

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.

Learning English as a Second Learning English as a Second LanguageLanguage - - group workgroup work

Learning English as a Second Learning English as a Second LanguageLanguage - - Talking to childrenTalking to children

There are times when the teacher does need to work with the whole class

to explain a task or to gather feedback.This is an ideal opportunity for teachers

to scaffold the language learning by

clarifying, questioning and providing models for the speakers

Learning English as a Second Learning English as a Second LanguageLanguage - ESL Based Teaching Sequence - ESL Based Teaching Sequence

Looking and Listening

Talking

Reading

Writing

Learning English as a Second Learning English as a Second Language Language - - Facilitating language Facilitating language learninglearning

Recasting of target language.

Students are using predominantly

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 Scaffolding Language LearningLearning

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?With any task or unit English language

outcomes need to sit beside the KLA outcomes

Practical Ideas for Supporting the Practical Ideas for Supporting the Second Language Learners in your Second Language Learners in your

ClassroomClassroom

Negotiating SchoolKeep routines simple and use the same

language each time. Use images and written labels with spoken

language if possibleUse “School language” such as recess, PE,

numeracy groups, literacy, assembly etc. Use the same names for things in the

school as well 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 THE ROLE OF TALKING IN LEARNINGLEARNINGCommunicative activities provide:students with the opportunity to hear and

use language. They 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. ##It is important that the language

needed to participate in the task be introduced to the students before they do the task.

Communicative activitiesCommunicative activities

Enquiry and eliminationUsing 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.

Communicative activitiesCommunicative activities

Barrier gamesOtherwise 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.

Communicative activitiesCommunicative 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.

Communicative activitiesCommunicative 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.

Communicative activitiesCommunicative activities

Labelling and DescribingI SpyMatrix ActivitiesBingo

Communicative activitiesCommunicative activities

These activities allow substantive

communication and the use of meta-

language to negotiate meaning.