EA in ESLTeacher Training Workshops

June 4, 6, & 8, 2007 – 4:30 to 7:30 p.m.

Kapi‘olani Community CollegeTeacher Preparation Program

Shawn Ford and Veronica Ogata, Facilitators

Monday, June 4 Session 1-

4:30-4:40 Introduction and Overview of Workshops4:40-5:05 Language Learning Myths and Facts

(group discussion & lecture)5:05-5:30 Language Development

(group discussion & lecture)5:30-5:40 BREAK

Session 2-5:40-5:50 Overview of Session Issues5:50-6:25 Pronunciation: Phoneme Awareness Activity6:25-6:35 BREAK6:35-7:05 Group Work7:05-7:20 Group Reports7:20-7:30 Wrap-up: Homework, Wednesday Preview,

Feedback Forms

WELCOME!

EA in ESL Teacher Training Summer Workshops

Sponsors: Teacher Preparation Program at KCC, funded in

part by a federal Perkins grant

Audience: Workshops prepared for in-service EAs who

work with NEP and LEP students in the DOE

Purpose: Provide EAs with additional training, and

Provide EAs with knowledge and strategies to

facilitate and accelerate the language

development of their ESL students

We hope you enjoy our program and

find it useful for your teaching situations!

During the workshop, please remember to…

1. Actively participate and be open to new ideas.

2. Complete all group, reflection, and “homework”

tasks.

3. Stay on task so we can complete the material

in each session on time.

Group Roles

LeaderResponsible for keeping the group on task. Makes sure that all members of the group have an opportunity to participate and learn.

TimekeeperResponsible for keeping time and making sure that the group finishes the task on time.

RecorderWrites out results of group activities or important discussion points. Also prepares presentation materials for oral reports.

ReporterGives oral responses about the group’s activities or discussions.

Language Learning Myths and Facts

Myths Group Discussion:

1. Children learn second languages quickly and easily.

2. Children have acquired a second language once they can speak it.

3. When learning a second language, it’s best to study grammar and vocabulary first before trying to use the language.

4. Children are just like sponges; they absorb the language around them just through exposure to the language.

Children learn second languages quickly and easily.

Fact: Learning a second language is as difficult for a

child as it is for adults. In fact, it may be more difficult,

as young children do not have access to the memory

techniques and other strategies that more experienced

learners can use in acquiring vocabulary and in learning

the grammatical rules of the language.

Children have acquired a second language once

they can speak it.

Fact: Often, people assume that once children can

converse comfortably in English, they are in full control

of the language. Yet for school-aged children, there is

much more involved in learning a second language than

learning how to speak it.

When learning a second language, it’s best to study

grammar and vocabulary first before trying to use

the language.

Fact: This is called the Grammar-Translation Approach

and is the traditional method for second language

classroom teaching. A great deal of current research

shows that the most effective way to approach grammar

and vocabulary is through content.

Children are just like sponges; they absorb the language

around them just through exposure to the language.

Fact: No, children are not like sponges, and language is

not acquired through absorption. Language learning for

children is challenging and difficult, and takes a great

deal of time and active mental energy. Language

learning takes place through interaction, as opposed to

exposure.

Language Development

Group Discussion:

1. In what ways are everyday conversation skills, general language skills (such as grammar), and academic language skills different?

2. How can language skills be taught through required course content?

3. What role does feedback play in language development?

In what ways are everyday conversation skills,

general language skills (such as grammar), and

academic language skills different?

BICS is the language used in daily interactions with

other people: friends, family, store clerks, etc. CALP is

the specialized language used in academic settings.

BICS: 2 years through daily interactions

General language skills: 3-5 years through

interactions along with focused attention

CALP: 5-7 years of formal study

How can language skills be taught through required

course content?

Content can provide wonderfully abundant opportunities

to teach the whole range of language skills, including

reading, writing, listening, and speaking, vocabulary,

grammar, pronunciation, and usage.

What role does feedback play in language

development?

Feedback is an integral part of any interaction.

Feedback can be spoken or written and can be either

positive (confirming) or negative (clarifying, rejecting).

Feedback includes the strategies of repetition, recasting

and expansion.

Language Development Maxims:

1. Language should not be taught in isolation.

Language should always be taught in some sort of context, using meaningful content. Any attention to discrete skills should arise from content demands.

2. Learner-directed speech should always encompass BICS and CALP.

This can be accomplished by using complete sentences to facilitate interaction. Repetition and recasting, along with expansion of ideas and the encouragement of inquiry should be part of all feedback.

10 Minute BREAK

5:30 - 5:40

Workshop Issues:

Pronunciation - Phoneme Awareness

Vocabulary - Most Frequent Words in Context

Speaking - Suprasegmental Awareness

Word Order - SVO, SOV, VSO

Survey of your Students Leader - Timekeeper - Recorder

1. What are your students’ native languages?

2. What are 1-2 of the most common pronunciation difficulties for each language group from Q1 above?

Pronunciation Contrasts

Many second language students have difficulties

pronouncing the unique sounds of English. This

phenomenon can be explained through Contrastive

Analysis of two different languages’ sound systems, or

phoneme inventories.

Sample Activity: Pronunciation Focus / t / and / th /

Content: Reading/ Language Arts –

Holes by Louis Sachar

Context: 4th grade, Tagalog, Cantonese, Marshallese,

and Samoan LEP pullout students

Skills: reading, speaking, listening, writing

Lesson Plan Overview:

1. Visual recognition of symbols: recognizing the

phonemes

2. Aural distinction of sounds: listening to the phonemes

3. Production: selecting the symbols + feedback

4. Production: saying the sounds + feedback

5. Production: writing the symbols + feedback

6. Visual recognition of symbols: reading the words

7. Aural distinction of sounds: listening to the words

8. Production: selecting the symbols + feedback

9. Production: saying the words + feedback

10. Production: writing the words + feedback

11. Awareness-raising & practice:

minimal pairs/ sentences for reading & listening

12. Production: speaking in context

13. Feedback & Reinforcement

14. Production: writing in context

15. Feedback & Reinforcement

10 Minute BREAK

6:25 - 6:35

Group Work:Lesson Planning

Leader – Timekeeper – Recorder – Reporter

6:35 - 7:05

Report:

3 groups will now share with us the lesson plan that they created, based on their chosen context and teaching approach.

Reflection:

Please take 5 minutes to write down your thoughts...

• What are your thoughts about this approach to

pronunciation?

• What are your thoughts about this pronunciation

lesson?

• What will you adapt or adopt for use in your own

teaching situation?

Please write your reflection on another piece of paper

as a formal reflection on today’s workshop. Include any

other thoughts and comments. Bring it on Wednesday

to drop off when you sign in.

Also, please take 5 minutes to complete today’s

workshop feedback form, which is located in your folder.

Please leave it on your tables when you are finished.

Thank you!