10
Advancing Oral Proficiency in our World Language Classrooms Jie Tian 1 Taiwan Teacher Taiwan Teacher Professional Development Professional Development Series Series

Advancing Oral Proficiency in our World Language Classrooms Jie Tian

  • Upload
    deion

  • View
    20

  • Download
    0

Embed Size (px)

DESCRIPTION

Taiwan Teacher Professional Development Series. Advancing Oral Proficiency in our World Language Classrooms Jie Tian. Objectives. Explore reasons why many learners fail to engage in lesson discussions Develop thoughts on Integration of communicative language in lesson instruction. - PowerPoint PPT Presentation

Citation preview

Page 1: Advancing Oral Proficiency in our World Language Classrooms Jie Tian

Advancing Oral Proficiency in our World Language

Classrooms

Jie Tian

1

Taiwan Teacher Taiwan Teacher Professional Professional

Development SeriesDevelopment Series

Page 2: Advancing Oral Proficiency in our World Language Classrooms Jie Tian

Objectives

Explore reasons why many learners fail to engage in lesson discussions

Develop thoughts on Integration of communicative language in lesson instruction

2

Page 3: Advancing Oral Proficiency in our World Language Classrooms Jie Tian

3

Page 4: Advancing Oral Proficiency in our World Language Classrooms Jie Tian

Active and Passive Learning

Students tend to be more actively involved in certain learning environments and more passive in others. In looking at your WL classroom, are your students active or passive?

What are the characteristics of a classroom learning environment that helps you to be a more active and confident student and one in which you tend to remain more passive?

www.learner.org

4

Page 5: Advancing Oral Proficiency in our World Language Classrooms Jie Tian

Activity

Venn Diagram

5

Passive Active

Page 6: Advancing Oral Proficiency in our World Language Classrooms Jie Tian

Learner Engagement – the # 1 first priority in active learning

Definition: To attract and maintain a learner’s interest and

active involvement in all lesson content and related tasks, with clearly articulated “evidence checks” of a concrete, productive response to instruction (i.e., some objective, behaviorally observable response to instruction)

6

Page 7: Advancing Oral Proficiency in our World Language Classrooms Jie Tian

Expanding Students’ Oral Proficiency Opportunities in Class

***All students want to be able to speak & share ideas***Essential components to consider when building OP to

promote communicative competence: Vocabulary- words that students know, learns, uses Syntax- the way words are arranged to form sentences

or phrases Grammar – the rules according to which the words of a

language change their form and are combined into sentences

Register – the communicative style of language use of degree of formality reflected in word choice and grammar

7

Page 8: Advancing Oral Proficiency in our World Language Classrooms Jie Tian

Steps in Structuring Accountable Discussions in WL Classes

Establish a clear purpose - pose an open-ended contextualized task.

Build up the path - model an appropriate response with vocabulary/content/ grammar.

Monitor students’ speaking process and offer assistance as necessary

Pair to share responses using the assigned starter Synthesize contribution and establish connections to the

curricula.

8

Page 9: Advancing Oral Proficiency in our World Language Classrooms Jie Tian

What is conscientiously planned and structured in scaffolded interactive

discussions?

EVERYTHING! The task – something that all students should be able to

complete Who? – assigned partner or group Time – relatively brief, highly focused Preparation – Prepared participation – model response,

think time, pre-teaching of targeted vocabulary, rehearsal with partner

Academic language use – linguistic framing with written and verbal application of target vocabulary and grammar

Listening – note-taking task; active listening & acknowledging tasks

and9

Page 10: Advancing Oral Proficiency in our World Language Classrooms Jie Tian

Try this in your TL

Using one of our in-class lesson demos or a lesson you have created yourself, think of a topic or way you would like to open an interactive discussion in your WL classroom in the TL

Clearly ask the question Clearly ask students to respond orally (to provide a

model) You may want 1 – 2 word answers first, Then, depending on level/age, the students may

expand those into sentence form using YOUR SENTENCE STARTER(S)

10