33
L.E.G.O.- Reflective Tools for TEYL Independent Learning Nettie Boivin Qatar University TESOL Boston 2010 [email protected]

L.E.G.O.- Reflective Tools for TEYL Independent Learning

  • Upload
    dard

  • View
    49

  • Download
    0

Embed Size (px)

DESCRIPTION

L.E.G.O.- Reflective Tools for TEYL Independent Learning. Nettie Boivin Qatar University TESOL Boston 2010 [email protected]. ENGAGEMENT!!!!!!!. BEFORE WE START: Turn to your neighbour. Introduce yourself Tell them one moment of “engagement” in your life! After we will discuss. AGENDA. - PowerPoint PPT Presentation

Citation preview

Page 1: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

L.E.G.O.-Reflective Tools for TEYL Independent

Learning

Nettie BoivinQatar UniversityTESOL Boston [email protected]

Page 2: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

ENGAGEMENT!!!!!!!BEFORE WE START:

Turn to your neighbour.

Introduce yourself

Tell them one moment of “engagement” in your life!

After we will discuss

Page 3: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

AGENDA

1) 10 Inherent TEYL truths.

2) Lower/upper primary differences including BICS and CALP (social and cognitive academic language).

3) Learning strategies differences.

4) L.E.G.O. – unspoken constraints of the language ecology.

5) Using reflective tools to overcome constraints.

Page 4: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

TEN TEYL TRUTHS

1) Difference between lower and upper primary students.

2) Social language (BICS) versus cognitive academic language proficiency (CALP).

3) Teachers must engage the student.

Page 5: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

4) Motivation and attitudes.

5) Noticing is effective.

6) Scaffolding and modelling.

Page 6: L.E.G.O.- Reflective  Tools for TEYL Independent Learning
Page 7: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

ASSESSMENT ACTIVITYUsing the 10 truths assess the differences between

creating a lesson for an adult class versus a young

learner class and give examples.

ADULT CLASS YOUNG LEARNER

Give kids a text message version of the postcard-

Uses pictures with some form of vocab. writing

Model the “I do” – “we do” Bring in pictures- cut and paste

Preview by discussing a vacation

Working collaboratively- holiday places.

Mail a real postcard Role-playing

Page 8: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Young learner (YL) refers to the ages 9-11 (grades 4-6).

Child learners (CL) refers to children age 5-8 years old (grades K-3).

(Piaget,1967; Gibson, 1988; Case, 1985; Owens, 1996; Macaro, 2001; Chamot, 1996; Bruner,1990; Flavell & Miller, 1993; Brown,1976; Tomasello, 2003)

Page 9: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

TYPES OF COGNITIVE DEVELOPMENT

Page 10: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

COGNITIVE DIFFERENCES -YL & CL Focused and selective attention.

Analyze, make inferences, predictions, hypothesize, and classify.

Relies on their relations not simply a self-referential process.

CL- literal word BUT do not always comprehend the pragmatic meaning.

Page 11: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

EMOTIONAL DIFFERENCES

YLs -socially and emotionally and are developing a greater social awareness.

Recursive thought, self-reflective role taking, and mutual role.

YL- accept other points of view –enables them to solve their own problems

Page 12: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

SOCIAL DIFFERENCESCLs have immature relationships with peers and

other groups.

YL friendships expanding and gaining in meaning.

YLs occurs in a social interactive context.

YL -pragmatics operating within the various types of social domains.

Page 13: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

CHANGES UP & DOWNYou are given a lesson. In groups alter the lesson to fit the

developmental differences.

GROUP A is child learner- 20 students, English class once a week in a TEFL setting.

GROUP B is young learner-18 students, English class once a week in a TEFL setting.

Classroom dynamics-Middle class, immigrant families, mixed

ethnicities, low crime rate. Reading lesson with introduction of new

conceptual vocabulary.

Page 14: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Can have BICS without CALP

BUT

Not CALP without BICS

Page 15: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Parallel Between Cognitive Development & BICS-CALPBICS contextual social language used both outside and inside the classroom

BICS SkillsKnowledge

Comprehension

Application

Pronunciation

Vocabulary

Grammar structure

(Baker, 2001; Cummins; 2001;MacKay 2006).

CALP is decontextualized and embedded

CALP Skills

Deciphering semantic meaning

Functional meaning

Analysis

Synthesis

Evaluation

Page 16: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

ORGANIZATIONAL & PRAGMATIC KNOWLEDGE

Organizational

a) Grammatical- decode letters and wordsb) Textual- variety of text for different purposes

Pragmatic

a) Functional – comprehend purposeb) Sociolinguistic – exposure to schema of TL

culture(Bachman and Palmer, 1996)

Page 17: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

STEPS FOR STRATEGY BASED INSTRUCTION

Think-aloud, modeling Discussing in a group and using visual aids

helps in reinforcing the strategy.

Extensive practice.

Collaboration, problem-solving, inquiry, role-playing, and experiential learning (Cohen & Macaro,

2007).

Page 18: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

STRATEGIES - CAN KIDS LEARN?

3 Kinds of Strategies are?

Page 19: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Learning Strategies

What types of learning strategies (LS) are there?

Working to create materials to suit each type. Which best suit what age?

Page 20: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Learning Strategies

What (LS) would be difficult to instruct to CLs?

Oral stories aid in instruction of grammar acquisition and socio-linguistic concept transfer.

Oral story affords children learning input possibilities

How would this be different for YLs?

Page 21: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

STRATEGY LESSON Using this premade worksheet find ways to alter it to

include strategy instruction. What is the best way to introduce and continue strategy

use?

Altering Worksheets Introduce and Continue Use

Page 22: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

LLiteracy skills affected by socio-cultural differencesLanguage learning cultural strategy differences

EExtensive socio-cultural knowledge for learningEnvironmental factors effecting language learning

GGroup interaction and attitudesGroup/classroom collaboration

OOptimum integration of ownership between all the shareholders in the language ecology

L.E.G.O.

Page 23: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Independent Language Learning LEGO Model

Literacy skills

Language learning strategies

Page 24: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Environmental Concerns

Extensive socio-cultural knowledge for learning

Environmental factors effecting language learning

Page 25: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

GROUP DYNAMICS

Group interactionGroup/classroom collaboration

Page 26: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Optimum Processing of Language Learning

Optimum integration of ownership by all the shareholders of the language ecology.

Page 27: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Reflective Tools for All Parties InvolvedClassroom Profile

Materials Reflective Checklist

Language Ecology Reflective Checklist

CIMS (Critical Interaction Moments)- Using analysis of CIM observation moments for appraisal

Page 28: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

QUESTIONS FOR THE PARTICIPANTS

How do these tasks address the above TEYL or language learning issues?

What kinds of games/worksheets could aid in the practice of these language targets?

What age group would best use these and why?

How could they aid in delivering all the skills needed?

How could these be altered for lower primary or upper primary?

Page 29: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

CONCLUSIONAs educators we must not hold the pedagogy higher than

the students needs and constraints.

Not all students learn and process language the same way. `

There are external factors that the educator can’t control however it is important to not to ignore these factors.

Thank you for your time and energy.

Page 30: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Bibliography Anderson, J. R. (ed). (1981). Cognitive Skills and their acquisition. Hillsdale, N.J.: Lawrence Erlbaum.

Au, K. (1997). Ownership, literacy achievement and students of diverse cultural backgrounds. In J. G. (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 169-182). Newark, DE: International Reading Association.

Bachman, L., & Palmer, A. (1996). Language Testing in Practice. Oxford: Oxford University.

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs: Prentice-Hall Inc.

Bialystok, E. (ed). (1991). Language Processing in Bilingual Children. Cambridge: Cambridge University Press.

Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge: Cambridge University Press.

Bourke, J. (2006). Designing a topic-based syllabus for young learners. ELT Journal , 279-286.

Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal , 105-112.

Canagarajah, A.S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.

Case, R. (1985). Intellectual development:A systematic reinterpretation. New York: Academic Press.

Chamot, A. U., & O'Malley, J. M. (1987). The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream. TESOL Quarterly , 21 (2), 227-249.

Chamot, A. & Rubin, J. (1994). 'Comments on Janie Rees-Miller's "A critical appraisal of learner training: Theoretical bases and teaching implications"'. TESOL Quarterly , 771-776.

Chamot, A. U. (1995). Implementing the Cognitive Academic Language Learning Approach CALLA in Arlington, Virginia. The Bilingual Research Journal , 379-394.

Chamot, A. et al. (1996). Methods for Teaching Learning Strategies in the Foreign Language Classroom. In I. R. (ed), Language learning strategies around the world: Cross-cultural perspectives (pp. pp.175-187). Washington, D.C.: George Washington University Press.

Chamot, A.U, Barnhardt, S., El-Dinary, P. & Robbins, J. (1999). The Learning Strategies Hanbook. White Plains: Longman.

Cohen, A. &.Oxford, R. (2002). Young Learners Language Strategy Use Survey. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.

Page 31: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Cohen, A., & Macaro, E. (ed). (2007). Language Learner Strategies. Oxford: Oxford University Press.

Cohen, A., Weaver, S., & Li, &. T. (1998). The impact of strategies-based instruction on speaking a foreign language. In A. Cohen, Strategies in Learning and Using a Second Language. London: Longman.

Cook, G. (2000). Language Play, Language Learning. Oxford: Oxford University Press.

Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual Matters.

Cummins, J. (2001). An Introductory Reader to the Writings of Jim Cummins. (C.Baker & N. Hornberger Ed.) Clevedon: Multilingual Matters Ltd.

Cummins, J. (2005). Summary of the Research Basis for e-elective Language Learning. Retrieved July 13, 2008, from oise utoronto modern language centre Jim Cummins: http://www.e-lective.net/index.html

Dlugosz, D. (2000). Rethinking the role of reading in teaching a foreign language to young learners. ELT Journal , 284-290.

Duff, P. & Uchida, Y. (1997). The Negotiation of Teachers' Sociocultural Identities and Practices in Postsecondary EFL Classrooms . TESOL Quarterly , 451-486.

Fisher, R. (2002). Shared thinking: metacognitive modelling in the literacy hour. Literacy and language , 63-67.

Flavell, J. (1976). Metagonitive aspects of problem solving. In L. Resnick, The Nature of Intelligence (pp. 231-235). New Jersey: Lawrence Erlbaum Associates.

Flavell, J., & Miller, P.H. & Miller, S.A. (1993). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall.

Freeman, D. E., and Y. S. Freeman. "Checklist for Effective Reading Instruction." Teaching Reading in Multilingual Classrooms, 7-16. Portsmouth, N.H.: Heinemann, 2000 .

Garcia, A. L. (2007). Young learners' functional use of the L2 in a low-immersion EFL context. ELT Journal , 39-45.

Gardner, H. (1993). Multiple Intelligences. The Theory in Practice. London: Harper Collins.

Gardner, R. C. & Masgoret, A. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning , 123-163.

Garner, J. K., & Bochna, C. R. (2004). Transfer of a Listening Comprehension Strategy to Independent Reading in First-Grade Students. Early Childhood Education Journal , 32 (2), 69-74.

Page 32: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Genesee, F. (2006). Introduction. In F. Genesee (ed.), Educating Second Language Children (pp. 4-5). Cambridge: CUP.

Gibson, E. (1988). Exploratory behaviour in the development of perceiving, acting, and acquiring of knowledge. Annual Review of Psychology , 1-41.

Goodman, K. , Goodman, Y. & Flores B. (1979). Reading in the bilingual classroom: Literacy and biliteracy. Rosslyn: VA: National Clearinghouse for Bilingual Education..

Guthrie, J. T. (1977). Story comprehension . The Reading Teacher , 574–577.

Halliday, M. (1975). Learning How to Mean. London: Edward Arnold.

Halliday, M. (1993). Towards a Language-Based Theory of Learning. Linguistics and Education , 93-116.

Harley, B. (1986). Age in Second Language Acquistion. Clevedon: Multilingual Matters

Hinkel, E. (2006). Current Perspectives and Teaching the Four Skills. TESOL Quarterly , 109-131.à

Hornberger, N. H., & Skilton-Sylvester, E. (2000). Revisiting the Continua of Biliteracy: International and Critical Perspectives. Language and Education , 14: 2, 96 — 122.

 

Hudelson, S. & Serna, I. (1993). Emergent Spanish literacy in a whole language bilingual program. In R. D. Kos, At-risk students: Portraits, programs and practices. Albany: NY: SUNY Press.

Hudelson, S. (2006). Literacy development of second language children. In F. Genesee (ed.), Educating Second Language Children (pp. 129-158). Cambridge: Cambridge University Press.

Hughes, A. (2004). Motivate to Educate . Amazing Young Minds (pp. 1-11). Cambridge: PearsonLongman Education.

Hymes, D. (1971). Competence and performance in linguistic theory. In R. Huxley, E. Ingram, & (Eds.), Language Acqisition : Models and Methods (pp. 3-28). New York: Academic Press.

Kaufman, D. (2004). Constructivist Issues in Languae Learning and Teaching. Annual Review of Applied Linguistics , 24, 303-319.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven and London: Yale University Press

Lantolf, J. (2006). Sociocultural Theory in L2 - State of the Art. Cambridge: Cambridge University Press.

Lightbown, P. & Spada, N. (1996). How Languages are Learned. Oxford: Oxford University Press.

Lightbown, P. (2000). Classroom SLA research and second language teaching. Applied Linguistics , 431-462.

Page 33: L.E.G.O.- Reflective  Tools for TEYL Independent Learning

Macaro, E. (2001). Learning Strategies in Foreign and Second Language Classrooms. London: Continuum.

McDonough, S. (2007). Motivation in ELT. ELT Journal , 369-371

McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University Press.

McKeon, D. (2006). Language, culture, and schooling. In F. Genesee (ed.), Educating Second Language Children (pp. 17-29). Cambridge: Cambridge University Press.

McLaughlin, B. (1990). Restructuring. Applied Linguistics , 1-16.

Nikolov, M. (1999). 'Why do you learn English?' 'Because the teacher is short'. A study of Hungarian children's foreign language learning motivation. Language Teaching Research , 33-56.

Owens Jr., R. (1996). Language Development: An Introduction (Fourth ed.). Needham Heights: Simon & Schuster Company.

Oxford, R. &. Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal , 78, 12-28.

Piaget, J. (1951). Play, Dreams and Imitation in Childhood. New York: Norton.

Piaget, J. (1967). Six Psychological Studies. London: London University Press

Pinter, A. (2009). Teaching Young Language Learners. Oxford: Oxford University Press.

Puckett, M., & Black, J. (2000). Authentic Assessment of the Young Child. Upper Saddle River, N.J.: Prentice Hall.

Scribner, S., & Michael, C. (1981). The Psychology of Literacy. Cambridge, MA: Harvard University Press

Spratt, M. & Leung, B. (2000). Peer Teaching and Peer Learning Revisited. ELT Journal , 218-223.

Stoller, F. (2004). Content-Based Instruction: Perspectives on Curriculum Planning. Annual Review of Applied Linguistics , 24, 261-283.

Gardner, S., & Shak, J. (2008). Young learner perspectives on four focus-on-form tasks. Language Teaching Research , 387-408.

Street, B. (2001). Literacy and Development: Ethnographic Perspectives. London: Routledge.

Street, B. (2003). What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, , Vol. 5(2), 77-91.

Swain, M. (1999). Integrating Language and Content Teaching through Collaborative Tasks. Singapore: Regional Language Centre.

Vygotsky, L. (1978). Mind in Society. Cambridge, Mass: Harvard University Press.