ESOLMethods

Overview and Resources

English Development Goals

Goal 1: to use English to communicate in social setting

Goal 2: to use English to achieve academically in all content areas

Goal 3: to use English in socially and culturally appropriate ways

Revised standards will be published by TESOL (www.tesol.org).

6 Skills to Develop in English

Listening

Speaking

Reading

Writing

What to say, to whom, in what context

Thinking critically and creatively

What do our ELLs need to master in order to function linguistically?

The sound system of the language

The vocabulary of the language

The syntax and grammar of the language

The pragmatics and sociolinguistics

Teachers need to know

Phonology: The sound patterns of language Morphology: The words of language Syntax: The sentence patterns of language Semantics: The meanings of language

Pragmatics: The influence of context Discourse: Oral and written interaction

Non-Verbal Communication: up to 93% of communication! Etiquette & Protocol

Communicative Competence

Canale (1983, pp. 14-17)

Grammatical Competence: knowledge of language code

Sociolinguistic Competence: knowledge of the norms of interaction

Discourse Competence: ability to connect utterances

Strategic Competence: manipulation of language to meet communicative goals

Technology Multimedia computing, the Internet, and the World Wide Web in

language classrooms

CALL E-mail Chat Listservs Blogs Podcasts …

Computer technology is a powerful tool that requires the teacher to organize, plan, teach, and monitor

From Needs to Methods

and their Application

SOLOM: Pronunciation

“terdy-five” instead of “thirty-five” “da” instead of “the” “ditionair” instead of “dictionary” uses “sh” instead of “ch” i.e., “shild” instead of “child” v sound instead of y, w, and f i.e., “vield” instead of “field” and “ve”

instead of “we” “tink” for “think” i’s sound like e’s

Stress of word incorrect: im-por-TANT

Listening

Listening to repeat The Audiolingual Legacy

Minimal pairs (ship vs. sheep) Backward buildup

Listening to understand The Task Approach

Listening for comprehension The Comprehension Approach

Total Physical Response (TPR) TPR is based on the association between language and body

movement Listening and understanding before speaking Understanding through body movement Never force speaking

Promoting comprehension in a low-anxiety environment

Speaking BICS (informal)

CALP (formal)

Communicative functions

Principles for favorable environment for speaking The emotional setting The physical setting Groups

Speaking Articulation of individual sounds

Stress and pitch with syllables, words, and phrases

Intonation with longer stretches

Accent

Active intervention methods Clarification checks Correction Completion, etc.

SOLOM/SWLOM: Grammar

“have so much different people” instead of “there are so many different people”

“We spent there about 5 years” instead of “We spent about 5 years there”

“In age around” instead of “We left our country at age ____”

Reading Transferring Literacy from L1 to L2 (= English)

Print carries meaning Directionality Sequencing Visual discrimination

Literacy learning is easiest when schools provide initial literacy instruction in a child’s home language (= L1).

No literacy in any language Special treatment

Literacy is introduced in a meaningful way The link between oral language and print is made as

naturally as possible Students have the opportunity to enjoy reading and writing Age, family role, and previous schooling

Seven instructional procedures Environmental print Meaning-based A silent period in reading Low-anxiety environment Motivating activities Integration of structure and function Integration of content and literacy

Reading Strategies Pre-reading activities

Help build students background knowledge

Language Experience Approach (LEA) Encourage students to respond in their own words

Directed Reading-Thinking Activity (DR-TA) Develop student abilities to predict text

Literature response group Assist students in understanding the richness of literature

Post-reading strategy Invite active student participation

Writing Process Approach

Shift from product to process Prewriting, writing, and editing Peer review Conferencing

Writing Cohesion

Reference Substitution Ellipsis Conjunction Lexical cohesion

Error Treatment People generally accept errors when children are learning their L1

Teachers tend to correct errors in L2

In the early stages of language learning, fluency is more important than accuracy

Error correction is not necessary in levels 1 to 3

Error correction is essential in levels 4 and 5

Once fluency is established, it’s time for accuracy.

Need for ESOL Standards

“If standards are to be attained by ALL students in the U.S., the learning characteristics and particular instructional and assessment needs of learners who lack proficiency or have limited proficiency in English must be acknowledged and incorporated into the development, implementation and assessment of general educational standards.” TESOL (1997)

TESOL’s ESL GOALS and Standards p. 74

3 general goals: BICS CALP Pragmatics/Socio-Linguistics

3 standards each

3 grade-level clusters: Pre-K – 3 4-8 and 9-12

Florida’s Standards

CCSS http://www.corestandards.org/

ESOL http://www.fldoe.org/aala/

A variety of ESOL strategies have been matched to performance indicators so that the content of the curriculum becomes comprehensible to LEP students at all levels of language proficiency.

History of Language Teaching

Grammar-Translation Method

Audio-lingual Method

The Direct Method

Communicative Approaches

Methods that take recent SLA theory into account

The Natural Approach

Communicative Language Teaching Content-based ESL Cognitive Academic Language Learning (CALLA) Computer-Assisted Language Learning (CALL)

ESOL Specific Sheltered Instruction (SIOP) Specially designed academic instruction in English (SDAIE)

Characteristics of Whole Language Techniques

The curriculum is learner-centered

Language is learned from whole to part

Language learning employs all four modes of language

Language activities are meaningful and functional

Language activities are social and personal

3 Key Principles to Remember

Increase comprehensibility

Increase interaction

Increase thinking and study skills

DR/TA

Directed Reading Thinking Activity is a technique to guide learners’ thinking processes during reading

1. Establish goals to read purposefully

2. Make inferences and predictions while reading

3. Evaluate the fit (or gap) between information in the text and their own mental representations of the text

Teaching texts

1) Read the text

2) Answer the study questions at the end of the chapter

3) Discuss the material in class

4) Do selected applications based on the material

forwards

backwards1) Do selected applications based on the material

2) Discuss the material in class

3) Answer the study questions at the end of the chapter

4) Read the text

1. Application Start by doing something that applies to the material to be learned

in a concrete way

The “applications and extensions” section at the end of the chapter or teacher’s guide

Hands-on application puts material into context and increases comprehensibility

2. Discuss the application Ask students what happened, why, what would happen if…

Use key vocabulary in discussion

Activate prior knowledge (schema)

Model thinking skills

3. Review study questions Ask students to identify main ideas

Set a purpose for reading

Preview chapter: pictures, diagrams, subheadings, chapter organization

These strategies increase comprehensibility and teach thinking and study skills

Resources

http://www.sde.idaho.gov/LEP/docs/Curriculum/ESLStrategies.doc

http://www.pps.k12.or.us/curriculum/PDFs/ESL_Modifications.pdf

http://www.fldoe.org/aala/pdf/smart.pdf