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?
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