Next session is Monday the 31st. Let's look at these questions in Chapters 3 & 4:
Chapter 3:
1. Pick a stage of second language acquisition and describe a student at that level.
2. What activities can a newcomer at the pre-production stage successfully complete?
3. What learning style is most common with new English Language Learners? Describe activities that you would give these students to help them learn English.
4. Pick a unit taught on your grade level. Describe activities from the unit you would assign to ELL's to help them develop the comprehension level of Bloom's taxonomy.
Chapter 4:
1. What can you do to establish a nurturing environment for ELL's in your classroom and school?
2. If you were to develop a PD workshop for your building on the cultures of your ELL populatioin, who should attend? Why?
3. Give specific examples of how you take advantage of the diversity in your classroom.
4. How can you include the parents of your ELL's in the education of their children?
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3 comments:
Stage 3 Speech Emergence
If refugee students had been attending my school for 2 years, they usually had moved into this stage. They were familiar enough with the English alphabet that they could sound out and usually pronounce them correctly. They had found their own way to get through the school day independently, and could ask for help when needed. They would ask others for clarification if they didn't understand something spoken to them. They often socialized with others who spoke their own native language at recess and lunch time. But when placed inlab groups for our science class, stage 3 students were able to actively participate in the lab activity.
I find it interesting that the author should focus so much on learning styles. The current research doesn't support learning styles as being a valid tool for improving learning. Teachers should know that ells are not ready to read and understand lectures but assuming that they are tactile/kinestetic just means that they are using what is most effective for them in their current setting.
I have never studied that focusing on learning styles doesn't help students. In fact, a class I took two years ago focused heavily on working with students learning styles. I would agree with Marshall that the reading aspect would be tough. However, I lecture with power points that have lots of pictures. My ELL's said it helped them quite a bit.
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