Motivating ESL and EFL learners with authentic language

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This is the ppt from Dr. Christel Broady's session on August 7.


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María Inés Brumana Espinosa

= )

2561 days 22 hours 1 minutes ago

Eesa Ibn Roy

Thanks guys, awesome.

2562 days 18 minutes ago

María Inés Brumana Espinosa

Easa, Directions:
Explore answers to the questions below using whatever resources you wish, including the presenter’s blog http://eltgoestothemovies.blogspot.com.ar/ and facebook account https://www.facebook.com/brumanametodologiaSee more

2562 days 3 hours 54 minutes ago

María Inés Brumana Espinosa

OK, thanks, Jase

2562 days 4 hours 3 minutes ago

Fluency MC

Ah! I just checked this one. Actually, I didn't upload it! I'll remove it now. :D

2562 days 4 hours 4 minutes ago

Eesa Ibn Roy

Maybe it's me lol, I still can't find the pre-assignment link. I'm playing catch up at the moment and I need it to do the post-assignment. Please can you point me in the right direction. Thanks

2562 days 4 hours 29 minutes ago

Eesa Ibn Roy

Thanks María, really appreciate it.

2562 days 4 hours 41 minutes ago

María Inés Brumana Espinosa

Jason, there´s something wrong with the links here I´m afraid

2562 days 6 hours 52 minutes ago

María Inés Brumana Espinosa

So glad you liked it, Eesa = ) I´ve answered the questions in the chat box and sent them to Jase for him to upload. Stay tuned

2562 days 6 hours 55 minutes ago

Presentation Transcript Presentation Transcript

Motivating EFL and ESL learners with Authentic Use of Language for Communication and Content: Practical Ideas and Tips for Real Classrooms : Motivating EFL and ESL learners with Authentic Use of Language for Communication and Content: Practical Ideas and Tips for Real Classrooms Dr. Christel Broady

Let’s Break it Down to the Subtopics : Let’s Break it Down to the Subtopics Authentic Language Use Motivation ESL & ESL Authentic Language as Communication and Academic Content Practical Ideas Contact Info

English Learners : English Learners

Who Learns English, Where, and How? : Who Learns English, Where, and How?

Implications for Teaching and Learning : Implications for Teaching and Learning

What Does This Mean? Do we Need Different Methods? : What Does This Mean? Do we Need Different Methods? Distinct Difference between ESL and EFL

Does it Make a Difference Which Groups Tries to Learn Vocabulary? : Does it Make a Difference Which Groups Tries to Learn Vocabulary? In EFL classes, kids often do not get sufficient exposure to and interactions with words and language overall. Without “watering”, vocabulary and language skills will grow very slow.

Cont.: Does it Make a Difference Which Groups Tries to Learn Vocabulary? : Cont.: Does it Make a Difference Which Groups Tries to Learn Vocabulary? In ESL classes, kids often get too much exposure to and interactions with words. With too much “watering”, vocabulary and language skills will grow very slow.

It Does Not Make a Difference Which Groups Tries to Learn Vocabulary! : It Does Not Make a Difference Which Groups Tries to Learn Vocabulary! Both need an environment with the right amount of comprehensible input (Krashen) so they can grow. Learn more here: http://www.youtube.com/watch?v=NiTsduRreug

Vocabulary Learning: What ALL Language Learners Have in Common : Vocabulary Learning: What ALL Language Learners Have in Common

Vocabulary MUST Connect to Learners’ Interest and Life Experiences : Vocabulary MUST Connect to Learners’ Interest and Life Experiences NOT teachers’ experiences NOT teachers’ interests Not teachers’ learning styles And definitely not textbook chapters organized around grammar topics!!!

Lessons Need to be Planned Around Reasons to Communicate and not Grammar Topics : Lessons Need to be Planned Around Reasons to Communicate and not Grammar Topics

Q: What is Authentic Communication?A: That Depends. : Q: What is Authentic Communication?A: That Depends.

How to Make Communication Authentic to Learners? Just Ask Them : How to Make Communication Authentic to Learners? Just Ask Them

Vocabulary Learning K-12 ESL Style in the USA : Vocabulary Learning K-12 ESL Style in the USA

Making Language Count:Teaching Vocabulary While Teaching Content : Making Language Count:Teaching Vocabulary While Teaching Content

Done by Content Teachers in Regular Classrooms (Mostly) : Done by Content Teachers in Regular Classrooms (Mostly) Using WIDA Can Do Descriptors (for more information see http://www.wida.us/ Defining Language Objectives in each Lesson Define how the language domains reading, writing, speaking, listening are addressed Define what words learners need Provide background in L1 Provide pictures for learners Scaffold, scaffold, scaffold

Vocabulary Learning EFL Style : Vocabulary Learning EFL Style

Why Should Learners Use English Language? Is the reason for the use relevant to them? How can you motivate English language learners? : Why Should Learners Use English Language? Is the reason for the use relevant to them? How can you motivate English language learners? Do NOT MAKE LANGAGE THE CONTENT MAKE LANGUAGE A TOOL

The Role of Music and Rhythm : The Role of Music and Rhythm Students can remember words much better when they learn them in a context of music and rhythm. Music also chunks language … If we only all could have a Fluency MC in our rooms…

And: The most Important Lesson Part: The Fun Factor!!! : And: The most Important Lesson Part: The Fun Factor!!! When learners have fun, they learn more And they build community!!

Essential Question: Does Using Language/Words Fulfill a Real-Live Function? : Essential Question: Does Using Language/Words Fulfill a Real-Live Function? Language use needs to have a purpose. Here are exaples of using language for real purposes in a beginning classroom: Designing graphic organizers or Ven Diagrams together to organize content Use language chunks/ high frequency phrases/ phrasal expressions Use passwords (H. Curtain) to navigate the classroom and real life Use ladders to communicate real meaning and building it week after week

TPR and Story TPRYouTube Videos: http://www.youtube.com/channel/HCWOp5lLm5DZs : TPR and Story TPRYouTube Videos: http://www.youtube.com/channel/HCWOp5lLm5DZs

On Being Creative: Shape and Concrete Poetry : On Being Creative: Shape and Concrete Poetry

Now to Your Fun Part! : Now to Your Fun Part!

Define the Communication Reason or Academic Content : Define the Communication Reason or Academic Content What is the context????

Let Learners Decide What They Want to Learn! They can Do it. Really : Let Learners Decide What They Want to Learn! They can Do it. Really Inquiry Learning: Want to learn more? http://www.inquirylearn.com/Inquirydef.htm

Inquiry Learning: The Think About Giving up Control : Inquiry Learning: The Think About Giving up Control Let’s face it: Language teachers do not know EVERYTHING about the target language communities and language. When they share the role of a learner with their students, they will grow immensely each year. When students are permitted to assume the role of a creator of knowledge, they will rise up to the level of responsibility and will succeed much more than otherwise. Everybody WINS

Brainstorming Words and Concepts : Brainstorming Words and Concepts There are wonderful tools available to brainstorming by paper and pencil, blackboard, or online ASSOCIOGRAMS Group work Group work trick: Each student writes their own answer on a post-it, they being the answers together and write a group answer in the center. http://pinterest.com/pin/2251868536661173/ Online: Popplett http://popplet.com/

Backwards Approach : Backwards Approach Why are you communicating in class? What words will you need to do that? What grammar will you need to do it? What activities provide opportunities for authentic communication? How will you and the students know that can can communicate effectively and use the words correctly?

Gather Resources : Gather Resources Gather anything that helps learners acquire vocabulary online and hands-on

Teach Kids with Music Videos Featuring WORDS : Teach Kids with Music Videos Featuring WORDS Check out Some Examples: Adjectives and Animals: Kids English by Pumkin - 4 Adjectives & Animals English Song for Children http://www.youtube.com/watch?v=ODRVgvjwkbo Colors: Color Song for Kids: Learn 9 Colors http://www.youtube.com/watch?v=z0HZNaM7gTg Science/Space: Space Song by Peter Weatherall http://www.youtube.com/watch?v=DIZLKibBEBI&list=PL1ACF2B447778D1E2 Math 10 TIMES TABLE Math Song Count up by 10s! http://www.youtube.com/watch?v=KB6ZoUbvJsQ&list=PLBE33C1412A7E9E7A

The Other Kind of Vocabulary Drill:Let Kids Find Music Related to the Topic And Let Them Write their Own Music or Text : The Other Kind of Vocabulary Drill:Let Kids Find Music Related to the Topic And Let Them Write their Own Music or Text

Living Words Vocabulary Drill : Living Words Vocabulary Drill Let students write out words of the unit/lesson on pieces of paper or cardboard: one word for each student Then, collect the words, mix them up, and hand one to each student Next, call out the words The student with the word will get up and stand in front of the class Continue until all words are done

Words for Stores or Rooms of a House : Words for Stores or Rooms of a House Let students write out all words they want to learn in a lesson Meanwhile, take colored tape and design a street with stores or a house with rooms and hallways Then, let students negotiate, where the words should go in the “street” or “house” Next, let them create role plays around the “places” so that all class members will actually “interact” with them

Kids are Makers. Let Them Make Something with Words : Kids are Makers. Let Them Make Something with Words

Kids are Makers. Let Them Make Something with Words: Infographics : Kids are Makers. Let Them Make Something with Words: Infographics Find many links to free infographic online tools here: http://digitallearningandteaching.wordpress.com/category/infographics/

What Did We Forget? Yes, Culture! The Glue That Keeps Things Together! : What Did We Forget? Yes, Culture! The Glue That Keeps Things Together!

How Can Culture Be Brought into the Classroom?Do Learners Need Teachers to Provide Answers for Questions? No! Today’s Learner’s are Information Seekers : How Can Culture Be Brought into the Classroom?Do Learners Need Teachers to Provide Answers for Questions? No! Today’s Learner’s are Information Seekers

Example: Studying Clothing, Household, Sports Words Online : Example: Studying Clothing, Household, Sports Words Online

How Can Learners Find Images for Almost Anything for a Virtual Class Unit Wordbook? : How Can Learners Find Images for Almost Anything for a Virtual Class Unit Wordbook?

For Recycling of Words, use Wordart : For Recycling of Words, use Wordart

For Recycling of Words, use Crossword Puzzles.But Wait: Let the Kids Make Them!!! : For Recycling of Words, use Crossword Puzzles.But Wait: Let the Kids Make Them!!!

For Recycling of Words, Let Kids Make Digital Class Picture Dictionaries Together in a Safe Online Classroom : For Recycling of Words, Let Kids Make Digital Class Picture Dictionaries Together in a Safe Online Classroom

Let Kids Make Facebook Profiles : Let Kids Make Facebook Profiles Ask them to use as many words as possible in each one and see who uses the most one Let them make up a celebrity FB page Find 5 online fake Facebook tools here: http://web20edu.com/2011/04/16/fake-facebook-templates-and-pages-for-student-projects/

Use Words in Contexts of Sentences or Phrases : Use Words in Contexts of Sentences or Phrases Chunk language to provide tools

Provide Early Success: Total Physical ResponseBut Wait: Let the Kids Give the CommandsFind more Info Here: http://www.tprsource.com/ : Provide Early Success: Total Physical ResponseBut Wait: Let the Kids Give the CommandsFind more Info Here: http://www.tprsource.com/

The Power of MusicUtilize YouTube Videos and MusicExample Fluency MC English/ESL ColloTunes : The Power of MusicUtilize YouTube Videos and MusicExample Fluency MC English/ESL ColloTunes

Slide 49 : Phone Scavenger Hunt: Kids get into groups They hide an object in school As a group, they write out instructions for others to find the object Then, the other group will get a phone or Walkie Talkie The first group provides spoken instructions on how to get to the object After it is found, the groups reverse the process until every group is finished

Slide 50 : The Best Book for Practical Activities: Languages and Children: Making the Match, New Languages for Young Learners, Grades K-8 (4th Edition) [Paperback] Helena I. Curtain (Author), Carol Ann Dahlberg (Author) 5.0 out of 5 stars The 5th edition will come out in 2014… Guess who co-authored a chapter???

Slide 51 : Learning a language is not hardIf communication is at the heart Motivate learners to dare to speakWith a real-life word technique

Slide 52 : How to get in touch: Christel_broady@georgetowncollege.edu Find daily updates on: http://broadyesl.wordpress.com/ http://digitallearningandteaching.wordpress.com/ Twitter @ BroadyESL LinkedIn

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