ESL WORKSHOP IN A BOX What Teachers Really Need to Know Angela B. Thevenot The University of Memphis abthevnt@memphis.edu
Teachers need to know about: Cultural Issues ESL Methods and Techniques Authentic Assessment
What Teachers Need to Know about Cultural Issues Surface Culture vs. Deep Culture Differences in Academic Cultures Cultural Thinking Process of Acculturation
What Teachers Need to Know about ESL Methods and Techniques Using Comprehensible Input Accommodation Content-Based Instruction
What Teachers Need to Know About Authentic Assessment BICS vs. CALP Four Stages of SLA Authentic Assessment Tools Realistic Expectation
Test Your ESL Knowledge!
Take the challenge. “Discuss amongst yourselves”
SESSION 1
CULTURAL ISSUES
The ELLs Voice Surface Culture vs. Deep Culture Differences in Academic Cultures Cultural Thinking Process of Acculturation
The Language Learner’s Voice Introduce the ESL student’s voice using some form of audio/video or print media such as: YouTube clip NYTimes video Amy Tan’s “Mother Tongue” essay
Everybody has a Culture.
What Teachers Need to Know about Surface Vs. Deep Culture Surface Culture: Those things that are visible, readily explained and easily changed.
Deep Culture: Those aspects of culture that embody deeply held values and beliefs and are therefore not easily changed.
What Teachers Need to Know about
Differences in Academic Culture Some Ways Academic Cultures differ. •Values •Roles •Assumptions •Attitudes •Patterns of behavior / Nonverbal Communication •Rhetorical patterns
“Students need to learn behaviors expected in their new environments, but may need explicit instruction and patient reminding to change habits and become ‘bi-cultural’ (able to meet expectations in their home culture and school culture, as appropriate). –Tennessee ESL Program Guide
SO WHAT? What is the significance in the classroom?
Cultural Misunderstanding Affects Assessment
Misunderstanding of cultural influences can slant educational assessment of children .
Teacher perceptions of “Good and Bad� behavior influence their interactions with students.
1. Behavioral norms are based on cultural expectations. (Your culture) 2. Teachers reward behavior that supports their cultural expectations.
What Teachers Need to Know about
The Process of Acculturation 4 Predictable Stages
4 Stages of Acculturation
(The 4 H’s)
oneymoon ostility umor ome
Honeymoon - characterized by excitement, anticipation, enjoyment of differences. Hostility- characterized by irritation, anger, depression, physical ailments. Humor- characterized by a growing ability to deal with the differences and see them as interesting or funny. Home- characterized by the ability to function well and feel comfortable in the new culture.
Adapted for the ESL student: Euphoria Initial phase in which students will experience a period of excitement over their new surroundings
Culture Shock This is associated with the student feeling separated, angry, frustrated, sad, lonely, homesick , and even physically ill.
Anomie This is a gradual stage in which students begin to accept differences in thinking and feeling around them. They are slowly becoming more accepting of other people in the second culture and do not feel totally bound to their native culture nor fully adapted to the second culture.
Assimilation or adaptation This stage represents near or full recovery by showing acceptance of the new culture and self-confidence in the ‘new’ person they have become in the new culture.
Of course. Talk to a neighbor and discuss what types of behavior might be associated with each of these stages? What would you look for to determine a level of acculturation in children’s school behaviors?
What Teachers Need to Know About
Cultural Thinking Individualism vs. Collectivism ‘I think’ vs. ‘We think’
Are you from an ‘I think’ or ‘We think’ culture? Cultures belong to one of two categories: •Low Context Individualistic – ‘I think’ •High Context Collectivist – ‘We think’
“We think” Members of these cultures share: •Values •Attitudes •Beliefs They tend to value the group over the individual, oral vs. written communications, a hierarchical workplace and an emphasis on being over doing. They tend to avoid conflict with other members of their culture. Hence, “giving and keeping face.” Silence is seen as polite. Indirect and formal communications.
Individualistic Cultures “I think” Members of these cultures come from different ethnic, religious, educational and socioeconomic backgrounds. As a result they tend to differ widely on: •Values •Attitudes •Beliefs
These cultures tend to value: • Written communication over oral - more has to be explained to people who don’t share your background • Individual achievement over group welfare • Separation of work and personal life • A democratic workplace structure • Competition, argumentation and aggression • Silence must be replaced with communication • Direct and informal communications
And Teachers Need to Know This Why? ď Š
Academic Deep Culture Is Driven by Individualists’ or Collectivists’ Thinking • Wait time •Eye contact •Physical space •Concept of time •Raising the hand •Schema •Teacher vs. student centered classroom •Parents’ role •Helping each other vs. cheating
Examples Cultural Interpretations Behavior
Us
Avoiding Direct Dishonesty, Shame Eye Contact Looking on/with Cheating another student
Them Showing Respect Learning Strategy
Making assumptions through our cultural lenses can create false impressions of character.
WRAP IT UP! • Thank group for coming. • Field research as bridge to next workshop
ESL Methods and Techniques
Workshop 2 ESL Methods & Techniques Preparation: Network with other teachers at your school and come up with 5 – 10 responses to the following question: Your principal tells you that you are getting three ESL students at registration . . . What questions do you ask?
SESSION 2
ESL Methods and Techniques
What Teacher Need to Know about ESL Methods & Techniques How to use Comprehensible Input Accommodation Content-Based Instruction Strategies
What Teachers Need to Know About
Comprehensible Input
What will help ESL students understand and learn the lesson material? Schema Realia Kinesthetics Scaffolding
Mrs. Amin’s Lesson
Strategies that Help ELLs Learn the Material pictures gestures; actions;
drama pointing repetition clear pronunciation keywords on the board clear printing on board slower rate of speech simplified language predictable structure
energy; enthusiasm discussion with a
partner or group emphasis on key words/points pauses facial expressions verification of understanding vocal expressions intonation
Content Area Strategies pre-teach vocabulary Scaffold with clearly written text/outline on
board CALLA Method - Keep the content complex but the language simple
Accommodation Eliminate True/False Remove 2 out of 4 of multiple choice Grade essays on content rather than
grammar Minimize task. Ex. 5 vocabulary words rather than 20 Buddy/small Group Work rather than individual presentation
Session 3
ASSESSMENT STRATEGIES
What Teachers Need to Know about Assessment BICS vs. CALP Four Stages of SLA Authentic Assessment Tools Realistic Expectation and Accommodation
How’s that English working for them? Determine BICS and/or CALP and why Determine level of L2 acquisition
Two Dimensions of Language BICS and CALP She can read and write – can she speak? He can speak – can he read and write? Basic Interpersonal Communication Skills (BICS)
- Takes 1 to 2 years to develop Cognitive Academic Language Proficiency (CALP)
- Takes 5 to 7 years to develop
Four Stages of SLA Stage 1 – Pre-Production Stage 2 – Early Production Stage 3 – Speech Emergence Stage 4 – Intermediate Fluency
Authentic Assessment Tools Oral Interviews Story or Text Retelling Writing Samples Projects/Exhibitions Experiments/Demonstrations Teacher Observations Process/Progress Portfolios Rubrics
Essentials of Error Correction Focus on accuracy or fluency but not both at
once. Be selective – keep error correction to a minimum. Correct what is being focused on. Model when possible, rather than correct. Encourage self-correction. Encourage student to student feedback. Recognize errors as positive signs of language development.
For Example: Which student is more advanced and why?
Student A: I eated all my lunch today. Student B: I eat all my lunch today. Although student B might be less ‘offensive’ to the ear, student A shows an awareness and acquisition of simple past tense.
Expectation & Accommodation Less is more. – Shorten the assignment It takes longer. – Allow more time for tests. Translation tools are a wonderful thing.
What can you do to more authentically assess your students? •Learn all you can about cultural expectations. • Respect differences in cultural interactions. • Avoid labeling children based on cultural actions •Practice nonbiased observations. •Use multiple assessment sources to evaluate children’s potential.
Suggested Reading: Travel as a Political Act – Rick Steves
Available to teachers for $5 at http://www.ricksteves.com/graffiti/graffiti152.html Working with English Language Learners Answers to Teachers’ Top
Ten Questions – Stephen Cary
Five-Minute Activities for Young Learners – Penny McKay and Jenni
Guse
Authentic Assessment for English Language Learners – O’Malley and
Pierce
Tennessee ESL Program Guide
http://www.tntesol.org/forms/ESLProgramGuide.pdf
To Download this PowerPoint Go to: umdrive.memphis.edu/abthevnt/workshopinabox.ppt
Handout:
umdrive.memphis.edu/abthevnt/public/WORKSHOPINABOX Mrs. Amin video: wwwlib.jmu.edu/./esl.aspx