خوش آمدید ! - PowerPoint Presentation

خوش آمدید! خوش آمدید به همه!من خیلی خوشحال هستم که شما را به این سخنرانی آمده است!من امیدوارم که شما در حال رفتن به مثل برنامه ما و یاد بگیرند که بسیاری از ارائه ما.با تشکر از شما

안녕하세요! 학생은 수업에 오신 것을 환영합니다 . 여러분 모두를보고 매우 기쁘게 생각합니다 . 그리고 나는 우리가 함께 좋은 학기를 가지고있을 것입니다 . 여기 해주셔서 감사합니다 !

Purpose of this ExerciseHow did you feel in our first exercise? Has anyone ever been in this situation before? This is how English learners may feel in your courses.

Welcome to the PresentationTeaching English Learners in Gen Ed Courses Andrea Apa , M.S. in TESOL Maria Bernal- Dobek, M.Ed. In Bilingual/ESL EdVictoria Noorzai, M.A. in Linguistics & M.S. in TESOL Jacob Skelton, M.A. in Linguistics List names and credentials

The Learning ProcessThe First Language Learning a language is unlike learning any other skill Chomsky’s Universal Grammar Argued against the behaviorist model The human brain is innately equipped to learn language Language is not learned simply by mimicryChildren “acquire” language unconsciously

The Learning ProcessThe First Language Critical Period: birth to puberty A baby’s brain is a blank slate onto which speech patterns are imprinted easily After puberty, the brain chemistry changes, and the ability to learn a language as a “native speaker” drastically diminishes

The Learning ProcessCommon Misconceptions The “English Injection”  Fast-track to fluency! Ability to produce (speak) is indicative of overall knowledge of English; of overall intelligence Impossible to succeed in academic courses without mastering the language first Native speakers of non-standard dialects need EAP Click to Start Video in YouTube

The Learning ProcessAffective Variables Providing a warm, open, and friendly environment will do a great deal to facilitate language learning. The more comfortable a student feels, the more likely s/he is willing to use the language and develop his/her skills further. If a students is afraid or nervous, then likely s/he will not be able to produce well in English.

The Learning ProcessLearning a “Second” Language After puberty, the brain begins to process any new language differently The learner is more conscious about the process Highly unlikely to be able to pass as a “native speaker” Learners may never achieve full fluency Fossilization: reaching a plateau in the learning process

The Learning ProcessSeveral Influential Factors Motivation, age, personality, aptitude, attitude Most important: TIME! BICS vs. CALP Dr. Jim Cummins, University of Toronto Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency

The Learning ProcessBICS Length of Time: 6 months to 2 years Students can… Answer simple questions. Ask basic questions. Read and write at a basic to intermediate level. Understand a limited amount of words. CALP Length of Time: 5 to 10 years Students can… Understand all spoken and written English. Speak clearly and fluently. Write using complex grammatical structures. Express multifaceted ideas.

The Learning Process Climbing the Mountain Language learning is a long and slow process. Think of it like climbing a mountain: the foothills are easy, but getting to the peak a real challenge. BICS (6 months to 2 years) C A L P (5 to 10+ years)

The Learning ProcessFactors that Deter Progress Lack of “comprehensible input” Infrequent association with the target culture Negative attitude toward the language/culture Emotional factors such as anxiety and extreme shyness

The Learning ProcessSuccessful Learning Habits Engage in the target language/culture regularly Be able to “self-monitor” Have a positive attitude about the culture Focus on vocabulary (personal dictionary) Read, read, and read more!

The Learning ProcessPicture this scenario: A student is late to class. He enters the classroom and says, “Sorry, teacher, I just lost my bus!”

Language InterferenceWhen does language interference happen? Language interference is more common at beginning and intermediate levels, but it reduces as students learn more about the English language and how it differs specifically from their native languages.

Language InterferenceWhen does it affect language learning? Interference can affect: pronunciation and spelling vocabulary sentence structure (grammar) comprehension

Positive InterferenceWhat is positive language interference? For example , speakers of French, Spanish or Portuguese find the complex system of English articles relatively easy because articles exist in their language.

Negative InterferenceWhat is negative language interference? Students whose mother tongue is very different from English have a greater difficulty in acquiring a particular feature of the English language. Russian or Chinese speakers, for example, may not use articles at all or may use them incorrectly because articles do not exist the same way in those languages.

Negative InterferenceHow does it affect pronunciation and spelling? Students whose native language is Spanish, French or Portuguese may have difficulty in differentiating English vowel and consonant sounds, such as: leave and live pool and pull watch and wash Spelling mistakes occur because the students’ ears do not distinguish the difference in the sounds.

Cognates – Shared Vocabulary How does language interference affect vocabulary? When two languages share the same origin, the vocabulary will likely be similar. Approximately half of English vocabulary comes from Latin. Thus , Latin-based languages like Spanish, French, or Portuguese readily recognize many words in English. Positive transference occurs: the words in those languages are called cognates because they have either identical or similar meanings (and similar spellings/pronunciations).

False Cognates – Be Careful! How does language interference affect vocabulary? However, a large number of words in French, Spanish and other languages have a slightly different, completely different, or opposite meaning from the English word. These are called false cognates , and they may lead to misunderstandings : Spanish embarazada = English pregnant (not embarrassed ) French demande = English ask (not demand ) Spanish asistir = English attend (not assist ) Sp./Fr. actualmente / actuellement = English currently (not actually )

Sentence Structure How does interference affect sentence structure? Unlike many languages, English has a rigid SVO (subject-verb-object) word order. Native speakers of more flexible languages tend to make mistakes in English word order. Russian or Polish speakers may see nothing wrong with: “Homework yesterday did I.” “Did homework I yesterday.” “I homework yesterday did .”

Cultural Differences in WritingHow does interference affect academic writing? Cross-linguistic cultural differences also often lead to mistakes in academic writing and formal expression. Spanish, French or Portuguese writers, for instance , prefer more elaborate, flowery language, providing what seem to be unnecessary contextual details. In English academic writing, superfluous words are omitted and writers must quickly get to the point.

The EAP Program at BC

The EAP Program at BC 204 Sections of EAP in Winter 2014 17 Sections of EAP 1640C Potential of 340 Former EAP Students Entering ENC 1101 in Summer/Fall Group Grading of EAP 1640C Final Exams Full time faculty ensure students who move on are ready to do so Research suggests that students who successfully exit the EAP program do very well in ENC 1101. (Put Statistical Data)

Placement Testing for English LearnersHow are students placed into EAP? Levels of English Proficiency (LOEP) Exam: Used at the community college level to assess the proficiency level of non-native English speakers. Similar to the TOEFL Exam, u sed at the university level. The PERT is not an effective means of assessing a non-native speaker’s level of English because it’s not designed for that. It’s like trying to change a flat tire with a screwdriver.

Placement Testing for English LearnersWho must take an English proficiency exam? Degree-seeking students who: Graduated from a non-English speaking high school. Did not complete four years of high school in the US. Earned a GED in Spanish. Took a Broward College approved English Proficiency placement test more than one year ago and whose scores were not used for placement decisions.

Placement Testing for English LearnersHow can students demonstrate proficiency? Students must do one of the following: Successfully complete EAP coursework through level 4 and pass the PERT (Writing and Reading). Successfully complete EAP coursework through level 6. Present official scores on the SAT, ACT or other placement test taken in English that meet minimum thresholds. Provide official documentation of prior degree or technical certificate awarded by an English language instruction school.Provide official documentation of earned GED in English.

ESOL Tips & Strategies for Instructors Show interest in students’ backgrounds. Express interest in the students’ cultural and linguistic background. Tell ESL students to try to find the source of their mistakes, e.g. interference. Use books like Learner English by Swan to understand the students’ language interference issues.

ESOL Tips & Strategies for Instructors Be patient with English learners. Give ESL students more time to process the question and to formulate the answer. Remember , students of a second language will never achieve the same level of proficiency in English as native speakers, but that doesn’t mean they are less capable intellectually than their American peers.

ESOL Tips & Strategies for Instructors Focus on vocabulary. Remember, you are helping these students “decode” the English language. Give explicit instruction about specialized technical vocabulary and provide word lists to students. Do not assume that your students will automatically understand technical vocabulary. Have students keep a personal dictionary.

ESOL Tips & Strategies for Instructors Provide one-on-one opportunities with faculty. Encourage students to visit during office hours to review key terms and concepts. Make appointments if necessary. Enunciate and speak clearly. Don’t speak too slowly or unnaturally; may be insulting. Face students when lecturing, not the board.

ESOL Tips & Strategies for Instructors Use literal vocabulary when speaking.Idiomatic expressions and phrasal verbs* can be very confusing to English learners.Expressions like heads or tails or raining cats and dogs may be difficultPhrasal verbs like put up with or put off may not be clear to students.

ESOL Tips & Strategies for Instructors Activate prior knowledge first. For material to be meaningful, it must be clearly related to existing knowledge that the learner has. Plan activities in the class that provide relevant context to activate students’ knowledge on the topic discussed . If necessary, provide background knowledge and context for unfamiliar topics.

ESOL Tips & Strategies for Instructors Use visual aids. Flow Charts and Timelines Maps/ Graphs/ Pictures/Story Maps Venn Diagrams Videos (YouTube)/Music Realia (authentic objects)

ESOL Tips & Strategies for Instructors Incorporate interactive strategies in your lessons. By working with one another, students have the ability to learn more effectively through meaningful discussions and practice with their peers. Small Group Activities and Role Playing Peer or Study Buddies Jigsaw Activities (cooperative learning strategy) Group Projects or Reports

ESOL Tips & Strategies for Instructors Be familiar with basic grammar rules. Don’t be scared! You don’t have to be a linguist. Grammar is the language of language, and it can be a tool for learners. Rote memory of rules not useful; application of rules in speaking and writing is most important. Parts of speech, word formation, phrase structure

Applying ESOL StrategiesActivity 1 – Academic Reading Read the passage on the next slide from a Sociology textbook. Identify vocabulary words and key concepts that may be challenging to an English learner. Make a plan of action: How will you explain (or decode) these new words? How will you provide cultural background knowledge?

Applying ESOL StrategiesActivity 1 – Academic Reading

Applying ESOL Strategies Note : This is what the student sees…

Applying ESOL StrategiesActivity 1 – Identify Troublesome Words:

Applying ESOL StrategiesActivity 1 – Make a Plan of Action: How will you explain (or decode) these new words? How will you provide cultural background knowledge?

Applying ESOL StrategiesActivity 2 – Adapting ESOL Strategies Think of an assignment, lesson, activity, or project in that presents challenges to students linguistically. Briefly describe the assignment on a piece of paper and explain the difficulties students have. Share your work with the group and brainstorm ways to apply/adapt ESOL strategies to the assignment.

References and Suggested Reading BC Workplace. (2013). ESL Tips. https://workplace.broward.edu/departments/academic/developmentaled/SitePages/change-is-now.aspx Badia , Arnhilda . (1996). Language Arts through ESOL; A guide for ESOL Teacher and Administrators, Tallahassee: Florida Department of Education, Office of Multicultural Student Language Education Brown, H. D. (2007). Principles of language learning and teaching . White Plains, NY: Pearson Education, Inc. Connor, U. (1996). Contrastive rhetoric, cross-cultural aspects of second language writing.UK: Cambridge University Press. Odlin , T. (1989). Language transfer: cross-linguistic influences in language learning. U K : Cambridge University Press. Swan, M. & B. Smith ( 2001). Learner English: a teacher’s guide to interference and other problems. U K : Cambridge University Press. Teaching Excellence and Cultural Harmony (TEACH) (1995). Training of Trainers-Sessions I-IV, Trainer’s Manual. Tallahassee: Florida Department of Education.

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