Pearson_PowerPoint_Blue ESL Teachers Dr. Evelyn Lugo MoralesFinal Version for June28

7/30/2019 Pearson_PowerPoint_Blue ESL Teachers Dr. Evelyn Lugo MoralesFinal Version for June28

http://slidepdf.com/reader/full/pearsonpowerpointblue-esl-teachers-dr-evelyn-lugo-moralesfinal-version-for 1/64



ESL Instructional Needs: A Practical Approach

•Evelyn Lugo Morales, Ed D TESL

• Universidad del Este, Carolina Campus

• 2012 Puerto Rico TESOL President

• June 28, 2012

• [email protected]

mailto:[email protected]




Pre Discussion

"Acquisition requires meaningful interactions in the target language in

which speakers are concerned not with the form of their utterances

but with the messages they are conveying and understanding."

a) Noam Chomsky

b) Stephen Krashen

c) Ana Uhl Chamot

d) Howard Gardner



Pre Discussion

The learning strategy I use most often as an adult learner is... ____ Listen selectively

____ Read selectively

____ Take notes

____ Cooperate

____ Use what I know

____ Classify

____ Make predictions

____ Problem solving


http://slidepdf.com/reader/full/pearsonpowerpointblue-esl-teachers-dr-evelyn-lugo-moralesfinal-version-for 5/64Dr E. Lugo Morales5

Contents

1. From Theory to Practice

– Characteristics of ELLs

– L 1 and L2 Usage

2. From Teaching to Learning

- CALLA

- Integrating Strategies

3. From Curriculum to Academic Outcomes

- Academic Outcomes

- Metacognitive Behaviors of ELLs

- Essential Questions

- Authentic Assessment

4. From here to the Global Village

– English as a Global Language

– Culturally Responsive Teaching



Dr E. Lugo Morales6

From Theory to Practice

Characteristics of ELLs

L 1 and L2 Usage



Characteristics of Young ELLs

As Chomsky (1969) demonstrated, children between 5 and 10years old are still acquiring the structures of their first language.

◦ Older learners have the foundation of a fully developed firstlanguage

when they begin acquiring a new language,

◦ Children are perfectly capable of acquiring two or more

languages

there is no evidence that this process produces any

negative consequences

◦ In many parts of the world it is the norm, rather than the exception,

for children to grow up bilingual or multilingual (De Houwer, 1999)

young children do not have a fully developed native language

on which to base the learning of a second.

http://www.cal.org/resources/digest/0301coltrane.htmlDr E. Lugo Morales7



Children need to develop their nativelanguage(s) along with English

• Because

◦ their primary mode of communication with

their parents, extended families, and

community members is their native language.• So,

◦ they need meaningful interaction opportunities

in both languages, including verbal interaction

and engagement with printed materials suchas books and other media.

http://www.cal.org/resources/digest/0301coltrane.htmlDr E. Lugo Morales11

L i E li h Additi



Learning English as an Additive

Process provides a nurturing, supportive environment for

children, which can lead to improved self-esteemand help foster positive relationships with parentsand communities

◦ children’s native language is a valuable asset to

be fostered.

◦ learning English will not result in the loss of the

native language

http://www.cal.org/resources/digest/0301coltrane.html

Dr E. Lugo Morales12




From Teaching to Learning

CALLA

Integrating Strategies




A d i N d f E li h



Academic Needs of EnglishLanguage Learners

•Develop academic vocabulary

•Read to acquire new information

•Understand information presented

orally

•Participate in classroom discussions

•Write to communicate their

knowledge and ideas




My students say….

Students in my class say that the best way to

improve English is by :

○ listening to the language from different contexts

○ reading from different sources

○talking about topics that they can relate to

○searching for answers to their concerns

○reacting to different learning situations from their own

perspective.○sharing with others their talents and interests




Cognitive Academic LanguageLearning Approach

(CALLA)

“Shifting the focus from teaching to learning”

2/18/2012Dr E. Lugo Morales17



The Cognitive Academic Language Learning Approach (CALLA) is aninstructional model for second and foreign language learners based oncognitive theory and research. CALLA

• integrates instruction in priority topics from the contentcurriculum

• develops the language skills needed for learning in school

• focuses on explicit instruction using learning strategies foracademic

tasks.

The goals of CALLA are for students to learn essential academiccontent and language and to become independent and self-regulatedlearners through their increasing command over a variety of strategiesfor learning in school.

CALLA can be used in ESL, EFL, bilingual, foreign language, and general educationclassrooms.

CALLA

The CALLA Model: Strategies for ELL Student Success p. 16 ©2005 Chamot & RobbinsDr E. Lugo Morales18



• Developing abilities to worksuccessfully with others in asocial context

• Learning through hands-on,inquiry-based, and cooperativelearning tasks

• Increasing motivation foracademic learning and confidencein their ability to be successful inschool

• Evaluating their own learning andplanning how to become more

effective and independentlearners

• Valuing their own priorknowledge and culturalexperiences

• Learning the content knowledgeand the language skills

• Developing language awarenessand critical literacy

• Selecting and using appropriatelearning strategies and studyskills

CALLA's principal objectives are toassist students in:


The Cognitive Academic Language Learning



The Cognitive Academic Language LearningApproach

Cognitive-Social

Learning

Authentic Learning

Academic Language

Learning Strategies

Social context and

interaction

Linked to student’s

prior experiential

and cultural

knowledge

Language developmentthrough

content across allcurriculum areas




Integrating Content, Language, andLearning Strategies

PREPARATION

PRESENTATION

PRACTICE

EVALUATION

EXPANSION

CALLA’S FIVE PHASES




Preparation

• Provide overview andobjectives

• Elicit students’ prior

knowledge

• Develop vocabulary• Help students make

connections

• Remind students to use

the learning strategiesthey know




Presentation • Address different learning

preferences

• Model reading and writingprocesses explicitly

• Explain learning strategies

• Discuss connections to

students’ prior knowledge




Practice

• Use interactive activities

• Use authentic contentand language tasks

• Ask students to use

learning strategies




Evaluation

• Student

metacognition

• Self-assessment• Teachers evaluate

students’

achievement




Expansion

• Students apply what they

have learned to their own

lives

• Students extend theirunderstanding to other

content areas

• Students relate new

information to their own

experience





From Curriculum to Academic Outcomes

Academic Outcomes

Metacognitive Behaviors of ELLs

Essential Questions

Authentic Assessment



“If you don’t know whereyou are going, you’ll end up

somewhere else.”

Anonymous




Academic Outcomes

The Blue Print Concept: “Lessons without maps are like builders without a plan. They

have a bunch of really cool tools but don’t know where to use them!” H.H. Jacobs

◦ Teaching:

without relating it to student’s schema.

memorizing and never teaching the why of the teaching purpose.

and testing facts but not evaluating its affects as a learning experience.

concepts on paper without using them through authentic language situations




Content

• Content is the subject matter itself; key concepts,facts or events

• It’s what you teach

• Content is written in noun form




Skills

• What skills does a student need in order to

demonstrate mastery of the content?

• Skills start with action verbs

• Can be assessed, measured, or observed

• Must support the “big idea”








i l i



Essential Questions

•Essential questions are questions that help

structure a unit or lesson

•Structure the unit around 2 to 5 essential

questions

•Use questions as the scope and sequence of

a unit

•Embrace the appropriate standards

Based on the research and presentations of Dr. Heidi Hayes Jacobs


D l E i l Q i Th



Develop Essential Questions That:

•Focus instruction and organize student

learning•Push students to higher levels of thinking.

•Help students make connections beyond

the content being studied.



T hi th E ti l Q ti



Teaching the Essential Question

Teach students the essential questions before you begin the unit

Essential Questions are like

“Mental Velcro” Students should focus on any & all information that “sticks” to the

essential question.

Always POST your Essential Questions



Examples of NOT Getting the



Examples of NOT Getting the“Big Picture”

(Incorrect Mapping)

Teaching the algebraic substitution method withoutrelating it to graphing.

Memorizing the periodic table and never teaching

why the order of elements exists.

Conjugating verbs on paper without ever using themin conversation.



S l E ti l Q ti



Sample Essential Questions

Athletics/Sports

How can I improve my eye/hand coordination?

What skills and techniques are used in basketball?

How can I be a successful team player?

How can I control my body during games?



S l E ti l Q ti



Sample Essential Questions

FABLESWhat is the meaning of Folktale?

What is the difference between folktales and fables?

How do we learn lessons in life through understanding fables?How do we learn lessons in life through fables?

What qualities of yourself would you like to share with others?



Reasons for Lack of Comprehension

http://www.muskingum.edu/~cal/database/general/reading.html




Reasons for Lack of Comprehension

Five reasons for lack of readingcomprehension are listed below (the firstfour are from Twining, 1991).

•Failure to understand a word

•Failure to understand a sentence

•Failure to understand how sentences

relate to one another

•Failure to understand how theinformation fits together in ameaningful way (organization)

•Lack of interest or concentration

http://www.muskingum.edu/~cal/database/general/reading.html#BGMenu


Metacognitive Behaviors of Good and Poor








Readers

GOOD OR MATURE READERS POOR OR IMMATURE READERS

BEFORE

READING

Activate prior knowledge

Understand task and set purpose

Choose appropriate strategies

Start reading without preparation

Read without knowing why

Read without considering how to

approach the material

AFTER

READING

Reflect on what was read

Feel success is a result of effort

Summarize major ideas

Seek additional information from outside

sources

Stop reading and thinking

Feel success is a result of luck

Students with good versus poor reading skills demonstrate distinct cognitivebehaviors before, during, and after reading an assignment. The following chart from

Cook (1989) summarizes these behaviors.


Metacognitive Behaviors of Good and Poor Readers







GOOD OR MATURE READERS POOR OR IMMATURE READERS

DURING

READING

Focus attention

Anticipate and predict

Use fix-up strategies when lack of understanding

occurs

Use contextual analysis to understand new terms

Use text structure to assist comprehension

Organize and integrate new information

Self-monitor comprehension by ...

o knowing comprehension is occurring

o knowing what is being understood

• Are easily distracted

Read to get done

Do not know what to do when lack of

understanding occurs

Do not recognize important vocabulary

Do not see any organization

Add on, rather than integrate, new

information

Do not realize they do not understand

Students with good versus poor reading skills demonstrate distinct cognitivebehaviors before, during, and after reading an assignment. The following chartfrom Cook (1989) summarizes these behaviors.


Tips To Help Improve Comprehension



Essential Words

• Focus on key words in the text. Emphasize verbs and nouns only.Review and Summarize

• Identify the main idea of each paragraph. Develop your own summary of

the chapter and compare it to the summary presented in the book.

Make Reading More Active

• Stimulate the auditory sense by reading aloud or listening to taperecordings of the text .

• Take notes during or after reading difficult material .

Make Reading Interactive

• Work with another student. Read to each other, and take turns

summarizing sections or chapters of text.

• Relate the material to personal experiences.


Tips To Help Improve Comprehension



p p p p

• Review Questions

– Evaluate understanding of the material by answering thereview questions at the end of the chapter and

workbooks.

– Make up your own by converting the section headings

into questions.

• Words and Definitions – Look up the definitions of all unfamiliar words.

– Compile a written list of unfamiliar words and definitions.

– Record the words and definitions on audio tapes and

listen to them for review. pages

– Place a colored paper clip on the glossary for quickaccess.


LINCS STRATEGY



LINCS is a task-

specific strategy

student use to learn

vocabulary.

The strategy is useful

in improving reading

comprehension in

those cases whenvocabulary words are

used repeatedly in

the readings.

LIST the parts you need to know.

Identify a term you need to know.

Analyze the definition of the vocabulary word.

Identify the most important parts of the definition.

List the key parts of the definition you need to remember ona study card.

IMAGINE a picture.

Create a picture in your mind of the term's meaning.

Describe the image using real words.

NOTE a reminding "sound-alike" word.

Think of a familiar word that sounds like the new term orpart of the new term.

CONNECT the terms in a story.

Make up a short story about the meaning of the term thatuses the sound-alike word.

Create an image of the story in your mind.

SELF-test.










Authentic Assessment A form of assessment in which students are asked

to perform real-world tasks that demonstrate

meaningful application of essential knowledge

and skills

Actively involves students in a process that joins

what is taught, how it is taught, and how it is

evaluated


How is Authentic Assessment similar



How is Authentic Assessment similar

to/different from Traditional Assessment?

TRADITIONALASSESSEMENT

Example- multiple choice

tests

Purpose- to determinewhether students haveobtained the knowledge and

skills necessary

Goal- for students to becomeproductive citizens

AUTHENTICASSESSMENT

Example- performing a task

Purpose- to determinewhether a student is capableof performing meaningfultasks in the real world

Goal- for students to becomeproductive citizens


Authentic Assessment: English



Authentic Assessment: English

Traditional Assessment

Write a paper

demonstrating the

point of view of

your selected

Olympic athlete


Students conduct

interviews of

Olympic

participants & role

play the part of the

participant


From here to the Global Village




English as a Global Language

Culturally Responsive Teaching

Greetings in Different Cultures



http://www.hawaii.edu/hga/GAW97/greeting.html

Greetings in Different Cultures

GREETINGS! Mary Frances Higuchi, 9/95

Purpose: The way people greet each other is seen in everyplace, whether it's a village, town, city, or country. Greetingsare universal, some being very unique.• Some people wave, others shake hands, bow, or hug each

other.

• Some have no distinctions between a friend or someonethey meet for business - they say the same greeting.• Others make that distinction and have different wordings

for different "levels" of people.• Sometimes, not knowing the etiquette in one culture may

be bad manners in another.

Task: Use the greetings as a way to introduce students to avariety of cultures.






GREETINGS! Mary Frances Higuchi, 9/95






Global English



G oba g s

Global issues have raised the need for people to be ableto communicate effectively in English:

•English is spoken as a first language by more than 300million people throughout the world, and used as a secondlanguage by many millions more.

•The main regional standards of English areBritish, US and Canadian, Australian and New Zealand,

South African, Indian, and West Indian.

•Within each of these regional varieties a number of highlydifferentiated local dialects may be found.

•Within the next few years the number of people speakingEnglish as a second language will exceed the number of native speakers.

The English Language Around The World



University Campus, India:NO TRESPASSING WITHOUTWRITTEN PERMISSION.

Hotel bedroom, India:

GUESTS ARE REQUESTED NOT TOSMOKE OR DO OTHER DISGUSTINGBEHAVIOURS IN BED.

Doctor's surgery, India:

SPECIALIST IN WOMEN AND OTHERDISEASES.

Culturally Responsive



Culturally ResponsiveTeaching

Geneva Gay, in Culturally Responsive Teaching – Theory Practice and Pedagogy (2004),defines culturally responsive

pedagogy as the use of culturalknowledge, prior experience,frames of reference, andperformance styles of ethnicallydiverse students to make learning

encounters more relevant to andeffective for them.



Sharroky Hollie is an assistant professor inteacher education at California State University,Dominguez Hills.

His expertise is in the field of professionaldevelopment, African-American education, andsecond-language methodology.

Professor Sharroky is the Executive Director of the Center for Culturally Responsive Teaching and

Learning (CCRTL) and the co-founding

director of the nationally acclaimed

Culture and Language Academy of

Success (CLAS).

Copyright ©2008 by Pearson Education, Inc. All rights reserved.

0-13-606952-5

Goals of Multicultural Education



1. Educational Equity

2. Development of an informed and inquisitivemulticultural perspective

3. Empowerment of students

4. Development of a society that values culturalpluralism

5. Intercultural/ Interethnic/ Intergroupunderstanding in the classroom, school, andcommunity

6. Freedom for individuals and groups

7. Expanded Knowledge of various cultural, andethnic groups

http://www.intime.uni.edu/multiculture/school/school.htm

Davidman, L., & Davidman, P.T. (1997). Teaching with a multicultural perspective: A practical guide (2nd ed.). New York: Longman Publishers.

Intercultural

http://www.ablongman.com/

http://www.ablongman.com/



Awareness

The concept of InterculturalAwareness is not new andhas been receivingparticular attention in theEnglish Language Teaching

(ELT) field worldwide.As teachers of English, we

need to bring this diversityinto our classrooms



THE ENGLISH LANGUAGEAROUND THE WORLD

THE LEARNER AS ETHNOGRAPHER Ideas for Teaching about Different Countries and Cultures

CULTURAL VALUES AND ATTITUDES

Tell a Tale: Exploring Common Themes in traditional FolkTales Across Cultures

CHALLENGING STEREOTYPESCitizen of the World

An Island Like You by Judith Ortiz Cofer

The Additive Approach



Content, concepts, themes, and perspectives areadded to the curriculum without changing its

basic structure.Incorporates literature by and about people

from diverse cultures into the mainstream

curriculum without changing the curriculum.

For example, examining the perspective of aNative American about Thanksgiving would be

adding cultural diversity to the traditional view of

Thanksgiving. However, this approach does not

necessarily transform thinking (Banks, 1999).

The Contributions Approach



Select books and activities that celebrateholidays, heroes, and special events fromvarious cultures.For example, spending time reading about Dr. Martin

Luther King in January is a common practice that falls into

this category.

In this approach, culturally diverse books and issues

are not specified as part of the curriculum (Banks, 1999).

http://www.intime.uni.edu/multiculture/curriculum/curriculum.htm

The Transformation Approach



This approach actually changes the structure of the curriculum and encourages students to viewconcepts, issues, themes, and problems fromseveral ethnic perspectives and points of view.

For example, a unit on Thanksgiving would

become an entire unit exploring culturalconflict. This type of instruction involves critical

thinking and involves a consideration of diversity

as a basic premise (Banks, 1999).

The English Language Around The



The English Language Around TheWorld

Poster, USA: ARE YOU AN ADULT THAT CANNOT READ? IF SO,WE CAN HELP.

Restaurant, India: OPEN SEVEN DAYS A WEEK, AND WEEKENDSTOO.

Automatic hand dryer in public lavatory, USA: DO NOT ACTIVATE WITH WET HANDS.

Hotel Lobby in Romania:The lift is being fixed for the next day. During that

time we regret that you will be unbearable.

This is not an option…



References:



Kauchak and Eggen. (1998). Learning and

Teaching: Research Based Methods

Ornstein and Lasley. (2000). Strategies for

Effective Teaching

Thank you



Evelyn Lugo Morales, Ed D TESL

[email protected]

Documents

Pearson_PowerPoint_Blue ESL Teachers Dr. Evelyn Lugo MoralesFinal Version for June28