FOMENTAR LA EXPRESIÓN ORALun taller hecho para los maestros de inglés

A full immersion experience!!

Amanda Seewald, M.Ed.Maria Martinez Leria

MARACAS Programas EducativosE-mail: info@maracas123.com

Website: www.maracas123.com

Motivar. Interaccionar. Inspirar.

Goals for today

Develop understanding of target language use Define and demonstrate planning using backwards

design Create interpersonal thematic activities to improve

target language useDevelop understanding of combining content

andlanguage objectivesObserve, try and create using the formats of

centers, small groups, games and routines to build stronger interpersonal learning experiences

I can teach in the target language 90% of the time I can plan using backwards design, always keeping

the end in mind I can design interpersonal activities that keep my

students using the target language. I can make my instruction connected to content

across other areas for instruction. I can develop and implement centers, small

groups, games, and routines that will strengthen learning using the templates and ideas provided.

Goals for today

Benefits for teachers

• Your own personal proficiency factor

• You are the students’ primary source of TL input

• Role model for language learning and love of language

Benefits for students

• Need for lots of TL input

• Improve proficiency

• Need to negotiate meaning / interact in TL

• Can/will/should make mistakes -> it’s ok!

• Must produce meaningful TL output

• Improve mental capacities

Checking for understanding

• Non-verbal indication of comprehension

• Draw pictures, illustrate instructions

• Student reiterates instructions; re-explain, re-word, re-phrase if not clear

• Really?!

Staying in the Target Language

The Three Modes of Communication

Interpretive

The Three Modes of Communication

Presentational

The Three Modes of Communication

Interpersonal

I Can….

“I can” statements help us articulate

meaningful growth in our language students. They help us and also

help our students understand where they are on the proficiency

scale and how they can achieve movement

forward.

How do we combine what we know about our learners with our linguistic

goals?

Think in an inquiry based way

Questions are what drive exploratory

learning!!

The value of the skill of inquiry cannot be underestimated!!!

• "We should be teaching students how to think. Instead, we are teaching them what to think." Clement and Lochhead, 1980, Cognitive Process Instruction.

• The only way to encourage questions is to create a complete "question-asking environment" in the classroom. You must encourage questions constantly, using a variety of techniques. Marshall Brain, 1998, Emphasis on Teaching.

• …true understanding takes time. Students have to develop a rhythm of predicting, exploring, and reflecting on how new information affects their current understanding.

Carolyn Balch, 1996, What I learned in School.

Questions in language learning

• In fact, asking questions – as opposed to being asked questions –is the primary way that ESL students can project a sense of control within their language-learning environment, and by designing ESL lessons that allow students to engage their own learning, teachers can create vibrant and exciting English activities. (Marc Roberts, 2006, Asking Questions in ESL classrooms.)

• “The development of logical reasoning is inextricably tied to the development of language” (Morris, 2007).

• Building question and answer skills in the target language can ultimately help a child pierce communication barriers and move further up the proficiency scale. (Seewald, 2007, Bringing Language to Life)

Examples

Colors – What are the primary colors?

How can we make the color _____?

Where can you find the color _____?

Who is wearing the color ______?

Family – How many people are in your family?

Who is in your family?

Where does your family live/ go on vacation?

Weather – What is the weather today?

Which kind of weather is your favorite? Why?

How many people like when it is ___________?

What is authentic?A different twist on the meaning of authenticity in the language classroom

• Color words without context

• School supplies without context

• Family members without context

• Clothing words without context

• Country names without context

• Understanding of colors through a study of seasonal change

• Ongoing understanding by way of needing to use specific items as a function of classroom work and interaction

• Understanding of family through a study of traditions around Easter or New Year’s celebrations

• Understanding of clothing and countries based on a geographic study of where countries are located and what the climate is

Explore themes that challenge students and make

connections to other learning

Science

Math

Current events

History

Take these ideas and connect them to your

curricular and linguistic goals with interaction.

Content Based Instruction

Is the learning and expansion of language skills through the medium of content and standards from the “core” educational subjects . In CBI, content is the instrument for language acquisition and language is a means of bolstering content knowledge.

GREAT NEWS!!!CONTENT IS FUN!!!

LANGUAGE ARTS

SCIENCE SOCIAL STUDIES

MATHEMATICS

What to include????

• You can’t teach all aspects of each content area in the short amount of time you have

• You can’t expect students to learn all of the vocabulary

• YOU CAN help students learn some basic aspects of each!

• YOU CAN collaborate with content area teachers to choose topics and objectives from each that work well with your language objectives!

How do I fit this into my class?

• Simple activities

• Readily available materials

• Resource sharing

• Doesn’t all have to happen in one class

• How can you not make the learning tied to what students are invested in for the rest of their day? BE VITAL!!!

EXAMPLE

Parts of the face and body

Science

Exploring the 5

SensesVocabulary

Able to ask answer questions about where each part is

Able to put parts in order

INQUIRY

PREDICTION

CONSTRUCTIVIST

INTERACTIVE

Experiments

Response Journals or

pages

Song

Culminating Activity

Students will be able to…

Social Studies

Draw upon immediate

personal experiences in

their neighborhoods,

towns and cities, and

states…

Science

demonstrate the

ability to engage in

active inquiry.

Mathematics

Correctly name

shapes and analyze

and compare shapes.

Language Arts

Recognize common types

of text and actively

engage in group reading

activities with purpose

and understanding.

STEPS FOR CONTENT BASED CURRICULUM DEVELOPMENT

1. Start with a brainstorm

2. Look for target language resources

3. Collaborate!!!!

4. Build activities, lessons, and assessment

tools

* Try to get yourself out of the 2-3 month unit mindset. Imagine snapshots of meaningful learning.

Planning with the goals in mind

Writing Language and Content Objectives

Language Content

Students will be able to:

Describe orally

Introduce

Respond to

Ask and answer

Summarize

Accept or reject

Students will be able to:

Identify and recall

Solve

Explain relationships

Categorize

Draw conclusions

Analyze or compare

Now we need to bring these ideas to life in your classroom!!!!

Centers!!

Centers are…. An exceptional way to encourage growth in cooperative learning

Centers can….

Centers help…

Centers must…

But finding opportunities to build language use can be as simple as

following your own routines.

• Examine your daily schedule

• Think about the language you always use

• Establish routines in the way you explain give directions

• Get your students to lead these routines

• Use that language in other ways

What do you think of when you hear the word GAME?

A game is a structured activity, usually undertaken for enjoyment and sometimes used as an educationaltool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more concerned with the expression of ideas. …Key components of games are goals, rules, challenge, and interaction. Games generally involve mental or physical stimulation, and often both. Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, simulational or psychological role. (Wikipedia)

Games are more than fun!!!

• The use of games can be a powerful language learning tool. On the surface, the aim of all language games is for students to "use the language"; however, during game play learners also use the target language to persuade and negotiate their way to desired results. This process involves the productive and receptive skills simultaneously. (Chen, 2005)

What can games do??

The benefits of using games in language-learning can be summed up in nine points. Games....

are learner centered. promote communicative competence. create a meaningful context for language use. increase learning motivation. reduce learning anxiety. integrate various linguistic skills. encourage creative and spontaneous use of language. construct a cooperative learning environment. foster participatory attitudes of the students.

(Chen, 2005)

How can you use games in your language classroom?

Review ideas already taught

Rehearsal for a new linguistic skill

Provoke thought and conversation in the target language

Bolster content area learning

Positive Reinforcement Ideas

Don’t forget to stay in the target language using the TEAM plan:

T – turn and talks

E – examples and visuals

A – act it all out

M – Make routines

A Silent Language Classroom?NO!

be comfortable with controlled chaos

help students feel comfortable making mistakes

give students multiple ways to demonstrate comprehension and use what they know

What is your ultimate goal for your students?

Risk taking, confident, capablelanguage SPEAKERS