Unit Six

Table of Contents Unit 1: Parts of Speech Unit 2: Phrases, Clauses, and Sentence

Structure Unit 3: Simple & Progressive Verbs;

Gerunds & Infinitives Unit 4: Perfect & Passive Verbs Unit 5: Complex Sentences Unit 6: Overview of City ESOL Program

Agenda Overview of ESOL Student Population Tips

Overview of City ESOL StudentsGeneration 1.5 Generation 1.5

Born in U.S. or immigrated at a young age Most (if not all) schooling in U.S. Native-like speakers of English Difficulty with academic language in all

languages Usually do not identify themselves as ESOL

Overview of City ESOL StudentsImmigrants/Refugees Adult Immigrants & Refugees

May have no or limited education Developing academic/study skills Lack of abstract understanding of language Gaps in background knowledge Difficulty with social and academic language

Limited understanding of U.S. cultural norms and content

May have experienced trauma Younger Immigrants

Blend of Generation 1.5 and Adult Immigrant issues Some academic skills (educated) in all languages Lacking English fluency and vocabulary Generally motivated to learn English

Overview of City ESOL StudentsInternational Student International Students

Smallest number In U.S. for a limited time Financial resources available High academic knowledge in all languages Usually strong in reading and grammar Usually more difficulty with spoken English

Language IssuesConnections between ideas are not clearly

shown.Possible Reason:

Language Background Thought Differences (Kaplan, 1966)

High Context vs. Low Context Culture

Semitic Oriental Romance Russian

“…what remains instructive and useful is Kaplan's insight that discourses across cultures differ not only in grammatical features, but also in generic and rhetorical patterns, in expectations between readers and writers.”

SDSU Japanese Student:I don’t talk directly. This is the point I want to make, but I don’t go directly, I don’t make a statement exactly, I just go around it, then people misunderstood. I make, I make people confused because I didn’t go directly, I didn’t say the sentence, so, it happens then, so they ask me, is this what you want to say? Is that it? You know? Why can’t you assume? I expect people assume, people understand.

Video Typical college lecture:

What language and cultural difficulties might our different ESOL populations have?

Generation 1.5 Immigrants & Refugees International Students

Watch video

Global vs. Local Errors Global: more serious errors that usually

impede understanding. Local: less serious errors that, while

distracting, most often do not impede understanding. Subject/verb agreement: Articles: Singular/plural: Preposition: Word Form:

I’ll meet you on 3:00 today.

You can get that at store.I have a lot of homeworks.

He attend college.

Writing under the pressure of time gives students several beneficial including the ability to think and organize fast.

Tip 1: Know Your Students A lot of writing? Give writing diagnostic

the first week Questionnaire (for everybody!)

First language Languages spoken Level of education/Education experience Previous English classes Computer skills Number of units currently taking Number of hours working Major/Career goals

Tip 2: Safe Environment Community building activities

Get to know each other activities Develop relationships to learn study skills

Discuss answers in pairs/groups first Increased confidence Participation boost Instructor can listen and identify challenges

Tip 3: Be Careful About Your SpeechA. Speed and clarityB. Word choiceC. RepetitionD. Clarification questions

A: Speed and Clarity Talk slower than normal and

enunciate

What did you get out of the reading?

Wadjugedouta??the reading?? I’m confused!

B: Word Choice Define academic terminology Limit/Define slang and idiomatic

expressionsHow do you stretch your imagination?

Ascertain? Hmmmm…

Well, by no stretch of my imagination do I believe you've all come here to hear me lecture. But rather to ascertain the identity of the mystery math magician.

Transfer Career Center Presentation A walk in the park Game plan Foot in the door Bring to the table Off the top of my head Time to boogie To put it in a nutshell This is really key

Directive Ed plan General ed Prep for the major

C: Repetition Repeat, repeat, repeat… then repeat

again… then have the student repeat back to you… then repeat again.

D: Clarification Questions Ask specific questions

Does that make sense?

Do you understand?

Yes. I don’t want to ask again.

I’ll ask my sister what he means

later.

D: Clarification Questions Does that make sense? Do you understand? Do you see what I mean?------------------------------------------------------------------------ So how would you solve this problem? Would this formula work?

How do you know that? What is the main argument of this article? Now explain why this theory doesn’t work?

Yes

Yes

Yes

Yes

Tip 4: Previewing Book Lecture

Agenda Discuss prior knowledge, context, and key

vocabulary before lecture State/show plan of lecture in introduction

Homework

Tip 5: Visual Support Outlines Flow Charts Key ideas/vocabulary on board Pictures/Photographs Page numbers on board

Tip 6: Vocabulary ESOL students’ general academic and

discipline-specific language is often impoverished (Kinsella)

Focus on: High-frequency/high utility academic words (e.g.

consequence, issue, analyze) High-use disciplinary words (e.g. economy,

metaphor, species) “Big Idea” words that relate to lesson concepts

(e.g. stereotype, outsourcing, fossil fuel)

How to Teach New Terms (Kinsella)Step 1: Assess Knowledge Choose 6-8 target words Students rate knowledge

Rating Scale:1. I don’t know it at all2. I’ve seen it before3. I know it and use it4. I could teach it now

Target Word What I think it means

Rating Before

Rating After

Polysemous

Apotheosis

Protocol

Derive

How to Teach New TermsStep 2: Explain and Define Pronounce the word, give an explanation

using common language, and identify part of speech

Accurate is an adjective that means something is true, right, correct… The antonym, or a word with the opposite meaning, is inaccurate.

How to Teach New TermsStep 3: Provide Examples

Movies and television shows don’t always contain accurate information about typical families in the United States. Sometimes they are inaccurate. For example, critics have noted that The Cosby Show was not an accurate representation of African American family life. It demonstrated white, middle class norms using African American actors.

How to Teach New TermsStep 4: Deepen Understanding/Coach Use Identify one movie or television show that

gives an an accurate or inaccurate account of a typical American family.

In my opinion, ______ is an accurate/inaccurate representation of a typical American family because… (reason)

Tip 7: Instructor Support Services Personal invitation/accessibility

Non-traditional office hours (cafeteria) Beginning of the semester assignment: E-mail

instructor Lecture Notes Showing a variety of examples of student work Pre-drop deadline progress feedback Online support

WebCT Quia.com

Tip 8: School Support Services ESOL Instructors The English Center (C-226)

Hours: Mon-Thurs 9am-7pm and Fri 9am-3pm Face-to-face and online Have students bring assignment instructions Copy of tutoring form in mailbox Self paced grammar programs: Perfect Copy, Tense

Buster, Skills Bank, Focus on Grammar Piloting one-unit grammar class (Eng 97)

Continuing Education Open Entry/Open Exit Morning/Afternoon/Evening Schedules ESL and computer basics

Counseling/DSPS/Mental Health Services

Questions What are one or two things from today’s

workshop that you would like to apply this semester?

Do you have any questions?