EA in ESL Teacher Training Workshops

EA Workshop Session 2 June 2007

EA in ESL Teacher Training Workshops

June 4, 6, & 8, 2007 – 4:45 to 7:45 p.m.

Kapi‘olani Community College

Teacher Preparation Program

Shawn Ford and Veronica Ogata, Facilitators

Wednesday, June 6

Session 1-

4:45-4:55 Introduction and Overview of Session

4:55-5:05 Introduction to Session Topic: Vocabulary Development

5:05-5:15 Vocabulary Development Group Discussion

5:15-5:30 Vocabulary Myths and Facts Lecture

5:30-5:45 Academic Vocabulary Learning PowerPoint Presentation

5:45-5:55 10 MINUTE BREAK

Session 2-

5:55-6:15 Linking Vocabulary Development to Pronunciation: Stress and the Schwa

6:15-6:45 Sample Lesson

6:45-6:55 10 MINUTE BREAK

Session 3-

6:50-7:20 Group Work

7:20-7:35 Group Reports

735-7:45 Wrap-up: Homework, Wednesday Preview, Feedback Forms

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

At certain times during the workshop, you’ll be asked to delegate the following roles to table members to complete tasks efficiently:

Leader
Responsible for keeping the group on task. Makes sure that all members of the group have an opportunity to participate and learn. / Timekeeper
Responsible for keeping time and making sure that the group finishes the task on time. / Recorder
Writes out results of group activities or important discussion points. Also prepares presentation materials for oral reports. / Reporter
Gives oral responses about the group’s activities or discussions.

Remember, throughout the workshop, we are guided by the following

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.

Vocabulary Learning and Development Group Discussion

Before we begin tonight’s session, we would like to give you some space to think about your own approaches to vocabulary development. Working with the group at your table, take 10 minutes to discuss your personal answers to these questions. For this activity you’ll need a leader and a timekeeper.

How do you help your students learn new vocabulary? If you currently don’t help with vocabulary, how would you attend to vocabulary?

______

How do you decide which vocabulary words to help your students learn? If you currently don’t work with vocabulary, how would you choose the vocabulary words?

______

Why is vocabulary development an important issue for second language learning?

______

Vocabulary Learning Myths and Facts

Here are 3 common myths about vocabulary learning that we occasionally hear, and some research-based information about each topic.

Teachers, textbooks, curricula, and the education system in general cover vocabulary development adequately .

Fact: Research shows repeatedly that there is no integrated approach to teaching vocabulary in our nation’s school system at the curriculum level. However, vocabulary development does remain an integral component of most state content standards. Textbooks as well rarely rise to the occasion insofar as vocabulary development. Vocabulary in textbooks is generally highly specific vocabulary necessary for a specific field. Common academic and frequent words are assumed to be known by students. Teachers do the best job at vocabulary development, but these are generally ESL teachers or others in the language arts. Content area teachers rely on their textbooks for vocabulary development.

Guessing meanings of words from context is an excellent strategy for learning second language vocabulary.

Fact: Guessing vocabulary from context is how native speakers learn new vocabulary from content. However, the use of context clues, an integral part of reading proficiency, is problematic for second language learners. Because of their limited vocabulary knowledge to begin with, second language learners are at a further disadvantage when they have to guess meaning from context.

In learning another language, vocabulary is not as important as grammar or other areas.

Fact: Arguable, vocabulary is perhaps the most important component in second language ability. Language is based on words. Without words, communication is extremely difficult and limited. Knowledge of vocabulary is the key component of reading ability.

Vocabulary Development and ESL

Here are some issue to consider for ESL students and vocabulary:

· Vocabulary must be taught in context. Vocabulary instruction should arise from content demands.

· Vocabulary learning needs must be linked to student needs based on content and not student proficiency level.

· Decisions about what students should read to develop vocabulary should be based on content needs and not on first language readers. Second language students must build their own contexts for learning.

Academic Vocabulary PowerPoint Presentation

Vocabulary Development and NEP/LEP Students

Here are some issue to consider for low-level ESL students and vocabulary:

· Reading is for understanding content, and not for developing pronunciation.

· Feedback can attend to high frequency words.

· Focus on frequent words and content words. Avoid highly specialized vocabulary.

· With NEP and young learners, use vocabulary to stimulate interaction. This is important for developing CALP. Look for opportunities for expansion.

Linking Vocabulary to Pronunciation

· Focus attention on the stress of the word when working on pronunciation.

· Consonants are more important than vowels. However, emphasize the schwa-shift.

· Teach for intelligibility, not for native-speaker-like pronunciation.

Sample Activity: Science Vocabulary Development

Content: General Science – course textbook

Context: 6th grade, Cantonese, Japanese, and Korean LEP pullout

Skills: reading, speaking, listening, writing

Lesson Plan Overview:

1. Choose vocabulary items based on the required context

2. Visual recognition of symbols: reading the words

3. Aural distinction of sounds: listening to the words

4. Written distinction of words: writing the words

5. Production: selecting the words + feedback

6. Production: saying the words + feedback

7. Production: writing the words + feedback

8. Awareness-raising & practice:

a. pronunciation- stress and schwa

b. contextualize words- associations, collocations

9. Production: speaking in context

10. Feedback & Reinforcement

11. Production: writing in context

12. Feedback & Reinforcement

Lesson Plan Demonstration: Science Vocabulary Development

Do all spiders spin webs?

A lot of spiders spin webs, but not all of them do. Webs are made from silk. Spiders spin webs to catch insects. After an insect flies into the web, the spider eats it. Here are some spiders that do not spin webs.

Trap door spider. A trap door spider digs a small hole in the ground. It covers the hole with a door. Then the spider waits for an insect to walk by. When one is near, it jumps out of the hole and grabs the insect.

Jumping spider. Jumping spiders walk around on plants and on the ground. When they find an insect, they sneak close and jump on it, just as a cat pounces on a mouse.

Water spider. Water spiders live in the water. They build a bubble home with silk and air bubbles. They catch insects that live in the water. They carry the insects back to their home, where they eat them.

1. Choose vocabulary items based on the required context: vocabulary words should be necessary for understanding the main content of the reading.

2. Visual recognition of symbols: reading the words. Create index cards with the target words. Tell students the words on the cards in complete contextual sentences.

3. Aural distinction of sounds: listening to the words. Using the cards, pronounce the words in complete contextual sentences. Repeat several times. Use the cards to emphasize the words.

4. Written distinction of words: writing the words. Show students how the words are written.

5. Production: selecting the words + feedback. Say the words in complete contextual sentence and have the student point to the correct cards. Provide either positive or negative feedback as needed.

6. Production: saying the words + feedback. Hold the cards and have the student say the correct words. Provide either positive or negative feedback as appropriate.

7. Production: writing the words + feedback. Say the words in complete contextual sentence and have the student write the correct ones. Provide either positive or negative feedback as appropriate.

8. Awareness-raising & practice:

a. pronunciation- stress and schwa. Pronounce the words clearly to the student, emphasizing the stress with hand motions and the schwa sound(s).

b. contextualize words- associations, collocations. Use any collocations within the text and word associations in complete sentences.

9. Production: speaking in context. Provide a speaking task that requires the student to use the target sound and words in the appropriate context.

10. Feedback & Reinforcement. Provide either positive or negative feedback as appropriate. Provide further opportunities for the student to speak in context, and focus on the target sound and words.

11. Production: writing in context. Provide a speaking task that requires the student to use the target sound and words in the appropriate context.

12. Feedback & Reinforcement. Provide either positive or negative feedback as appropriate. Provide further opportunities for the student to write in context, and focus on the target sound and words.

EA Workshop Session 2 June 2007

Main Group Activity

Working with the group at your table, take 20 minutes to create a lesson plan by filling in the required information or making any changes, based on your chosen context and teaching approach. How will you approach each of the different components of the lesson plan? You’ll need a leader, timekeeper, recorder, and a reporter.

If you don’t have a teaching context in mind, here are some scenarios for you:

· 1st grade, Micronesian LEP students, basic general reading skills

· 5th grade, Cantonese, Ilokano, Marshallese LEP students, mathematics

· 7th grade, Cantonese, Hispanic, and Vietnamese LEP students, Hawaiian history

· 10th grade, Cantonese, Mandarin, and Korean LEP students, American Civics

Vocabulary Focus

Content:

Context:

Skills: reading, speaking, listening, writing

Choose vocabulary items based on the required context
Visual recognition of symbols: reading the words
Aural distinction of sounds: listening to the words
Written distinction of words: writing the words
Production: selecting the words + feedback
Production: saying the words + feedback
Production: writing the words + feedback
Awareness-raising & practice:
pronunciation- stress and schwa
contextualize words- associations, collocations
Production: speaking in context
Feedback & Reinforcement
Production: writing in context
Feedback & Reinforcement

Reflection:

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

What are your thoughts about this approach to vocabulary development?

What are your thoughts about this vocabulary lesson?

What will you adapt or adopt for use in your own teaching situation?

Please write this up on another piece of paper as a formal reflection on today’s workshop. Include any other thoughts and comments. Bring it on Friday to drop off when you sign in. Thank you! J