Teaching Immersion Programs

Teaching in Immersion Programs.

What do teachers need to know and be able to do?

Myriam Met Myrianmmet@gmail.com

Conference goals:    

Check for understanding.

Input Output/interaction Engagement.

As you get older you need more print. Comprehensible input at the beginning starts with sound/meaning.

Background knowledge needs to happen with vocabulary (both technical and academic).

Comprehensible input needs to happen with interaction and proper pacing.

COMPREHENSIBLE INPUT THINGS THAT HELP: VISUAL CLUES Matching sound Body LANGUAGE /Gestures Hands-on-experiences.

CONTEXT Stories (it provides context and vocabulary-functionality) Advance organizers Background Knowledge.

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We don’t want them just to have labeling things but understanding the concept.( Not just the word but what it means and it is).

Learning results from work that takes place in the head of the learner (cognitive process and the thinking –not memorizing).

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When students are literate in Immersion, THINK-WRITE-PAIR-WRITE SHARE-WRITE. We put the song in upper grades at the end so we review what they understand .Often time they sing but they don’t know what they mean or what concept it conveys.

Always activate background knowledge to minimize time loss.

As an anecdote watch: Private Universe as an example of misconception.

Teacher made materials and put them online.

3. LANGUAGE

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Caregiver Speech: slower pace adapted language. Different strategies: Extension and elaboration focus on the here and now.

Repetition and predictability: Using repetitive books to internalize language and meaning.

Routines Chants, songs and finger plays.

Paraphrase, Definitions, Explanation: We help defining their level of language.

Use either/or questions to check for understanding.SI O NO? Introduce new words by defining examples and non- examples.

Instead of asking students if they understand, ask them if they understand whether they can show you creatively: by pointing, by making a picture. Try to avoid English because they get used to your translation.

CREATING OUR OWN LANGUAGE MATERIALS        

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Scaffolding at different levels of the same text so you scaffold.

Always use a picture or visual when you adapt text to facilitate vocabulary.

After they attained more level, you give the actual levels.

When a word is too hard: change it or create a parallel by elaborating with an explanation.

Every lesson plan should go with a first revision of what language you want them to use: Use language objective from Utah.

Watch for those who disconnect in kinder and 1st grade in comprehension(smileys, signs, visuals with thumbs up or down) or they will become non language learners or producers by 3rd grade.

DO AS I SAY( SHOW ME OR TPR) Make my sentence true( dictation of directions to make pictures0.Give directions by creating non commands but more detailed descriptions of what they do: ex: Get the glue and paste( Instead of Paste) In upper grades, use white boards to show answers and show.( Hold up) Holds up: Ex signs like” still working” “True” and ‘non true’.

Strategies for cooperative learning: Give 15 seconds to check if they understand a concept.

LANGUAGE INTERACTION:

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Importance of pair and group work (vs. interaction with the teacher).It is very important to get feedback from a partner not only from a teacher. Students need time to practice .The language teacher builds up the linguistic framework.

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If there are centers, the goal is that they communicate purposefully (in the target language) while they do things.

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Use high level thinking questions that have to be answered in longer responses ( as they go up in languages) CC STANDARDS.

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Snack time – Use an instructional video during this time for language listening and cognitive development.