Teaching Teachers WELL Faculty Institute 2009

Teaching pronunciation

Teaching vocabulary

Teaching students who are still in the Silent Period

Two types of issues involving pronunciation

1.Problems that interfere with understanding

2.Problems that don’t interfere with understanding

Ability to pronounce content vocabulary affects confidence and therefore the student’s willingness to participate in class

Pronunciation work is valuable for all Ss, even NESs

For info on speakers of specific languages, see:

Swan, M., & Smith, B. (Eds.). (2008). Learner English: A teacher’s guide to interference and other problems (2nd ed.). New York: Cambridge University Press.

Vowels and consonants (multiple sounds for a single letter and even for a unique combination of letters)

▪ ex: cat vs city▪ ex: gender vs gap▪ ex: shook vs tooth

Long vowels and short vowels are actually totally different sounds

▪ ex: The polish vs The Polish▪ ex: bow (for a boat) vs bow (after a performance)▪ ex: dove vs dove

Intonation and pitch▪ ex: I don’t care to…▪ ex: produce vs produce▪ ex: object vs object

Consonants in final position▪ These sounds are dropped in some languages ▪ ex: -ing, -ed

Consonant combinations▪ Compare church vs machine vs chemistry

Sounds in English that don’t even exist in other languages▪ th- in the or thumb

Well, maybe…at least we can try.

Brainstorm at least 3 things you think you could do…

Teacher repeats, modeling correct pronunciation

Pronunciation drill/choral practice

Break complex words into syllables to focus on sounds; blend together at different paces until more appropriate sound (including intonation and rhythm) is attained

Individual, private work, one-on-one Use audiotape to let student hear their

own sounds

The need for preteaching…

Words provide anchors and context

Hearing words in isolation helps the ELL “locate” them within longer passages

Include phrases or even sentence patterns as appropriate for your content area. Ex: geometric proof language (If,…then),

therefore, as a result, so, and vs. or

Point out “false friends” (false cognates). Ex (Sp.) : embarassada = pregnant; caravana

= traffic jam (Ger.): Sympathie = liking (not condolences)

Idiomatic expressions ex: Out of the blue, once in a blue

moon, single file, hold your horses, etc. Conger (2006). Between the lines.

Idioms. Greenville, SC: Superduper.

Phrasal verbs ex: Apply to/for ex: take with/from/away/away

from/over/along/up/ place/part

Multiple meanings (esp. content area specific vs. everyday use) ex: table, square, right,

How do we do it?

Brainstorm at least 3 things you think you could do…

Check text for: False cognates

Words with multiple meanings

Phrasal verbs

Idiomatic expressions

Words and phrases specific to content area

Use of words in noun form, for ex., rather than verb or another more common usage (run, strike)

Essential conjunctions (cause/effect, contrast, chronological/sequence, etc.)

Provide visuals (still or moving) If moving, any accompanying audio

should reflect directly the image seen

Use gestures and/or demonstrations

Hands-on activities with extensive use of the new vocabulary

Provide active repetition practice (for pronunciation purposes as well as use of the new/difficult/focus vocabulary in context)

Compare/contrast the various meanings of multiple meaning words ex: table, cable, acute, obtuse, plot,

meter, etc.

Break words into prefix/root/suffix to teach meaning▪ Ehrlich, I. (2003). Instant vocabulary. NY:

Penguin Books.

Compare and contrast similarly spelled words that have different meanings▪ Phythian, B. A. (1989). A concise dictionary of

confusables. Kent, U.K.: Hodder & Soughton.

Students comprehend, but do not produce language (they do not speak or write)

Also true for parents and any newcomer Length of time varies in part according

to educational background

How do we know if content is understood?

How do we ensure that learning is taking place?

How do we lower the affective filter to encourage eventual speech/writing and general participation?

How do we know if learning is taking place?

Brainstorm at least 2 ways you could know whether the ELL is learning…

Brainstorm at least 2 ways you think you could help to lower the affective filter…

(Remember that you should not force language production during this period)

Teacher: Repetition is key (same phrase, simple

structures—not variations)

Support oral language with gestures and/or visuals

Students: Illustrate or gesture a response

Point to a visual

Choose from a set of cards or words or other realia

TPR—raise hand, thumbs up, raise card or white board with symbol, move to location in room

Modify assessments to incorporate these strategies