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¶ … learning of words and vocabulary, which is something that many English Language Learner people struggle with, is to make the words that are being learned "multi-sensory." Meaning, rather than making it just something that is heard and parroted, the words are linked to other senses that a student experiences. For example, the use of any sort of visual aid is good because it links the hearing part of the vocabulary word with the sight function of a student. One example given by the Lems book is the use of word or flash cards. Another example is saying it with pictures. Indeed, the use of such cards are an easy way to "say it with pictures" rather than trying to do everything in a verbal format. Keywords and "word walls" are other methods.
Question Four - The emergence of the Internet and how people speak in slang and shorthand on the same can be a good thing and a bad thing. Indeed, if students are able to move back and forth between that jargon and real-world speech that uses full words and does not omit important ones for the sake of brevity or any other reason, then it is not all that harmful. For example, if internet chat techniques are used to make lessons relatable and thus easier...
Text structures have indeed changed and that cannot be undone. However, it should not be allowed to pollute the learning of English by anyone, especially those who are learning as a second language.
Question Eight -- There are some definite trends when it comes to "messages" that society gives about reading. A reading fitness program is indeed a "harder sell" as there seems to be a shift away from printed books or even books in general (including online/ebooks) in favor of online media, games and such. The messages from society are mixed. People often mock people for being stupid (and ELL people seem to be part of that) but reading and learning as a hobby is being phased out in many ways. Irrespective of the proposensity for society to be contradictory in such a manner, teachers need to try and create a new paradigm where reading and learning is welcomed and to be embraced rather than being forgotten about at some future point, whether that be in childhood or adulthood. Being successful in this regard is an obvious boon to the learner, irrespective of age.
Reflective Journal for Chen Book (Chapter 9) - Please include any new…
After viewing the podcast on Reading Comprehension at Color In Colorado, please comment on what you took away from the podcast that is usable in your own teaching, now or in the future.
http://www.colorincolorado.org/webcasts/comprehension/
One thing that clearly would clearly pay dividends is to use something relatable to the students in the class. The blond woman in the video makes mention of using a learner's alphabet so as to speed things along. This is indeed a good idea. The alphabet for Spanish, after all, is very similar to that of the alphabet for English. Other than the special uses for L, R and such, there is not a lot of difference and that slightly different approach can be useful in reaching kids that have grown up using that alternate set of letters, even if only a few letters are different. The red-head had a very good tip about what she called "scaffolding." The author sees a point in starting with something rudimentary and "basic" so as to use that area as something to build on and improve. Indeed, one can use the alphabet example just discussed. The teacher can make it clear that they understand the Spanish alphabet. She can then use words that build on that alphabet. Eventually, the differences between the Spanish alphabet and the English alphabet and how pronunciations can differ as a result can be covered.
Because she knows that she is good in writing and improves consistently, Katya is encouraged to put a large amount of energy into writing. She has also attempted to submit some fiction to magazines, with somewhat limited success. Katya has shown some of her extracurricular articles and stories to teachers. According to her, the teachers have all been positive regarding her skills. 11. As mentioned above, Katya has always been a
The word layer is a figurative one in this case, as layers generally refer to more concrete items as in layers of cake or clothing. Similarly, the question about where the tree house landed is also an abstract one. The author never spells out exactly where the tree house landed. That information must be inferred from the text and places an extra burden on the ELL. Ms. Smith asks
Instructions: Read the following sentence and then answer the questions in a word processing document.The faloopious scaringas tringled quaransically to the barton.1. What did the faloopious scaringas do? They tringled.2. How did they tringle? Quaransically.3. What/Who tringled? The scaringas.4. Where did they tringle? To the barton.Reflection: Using the basic rules of grammar, I could tell that the subject is the scaringas. The word precedes the term �tringled� which is written
There is also the question of what approach should be used in a given setting. For instance, Lewis-Moreno points out that, "A great deal of energy is expended selecting and defending the model used: Should it be late- or early-exit bilingual, dual language, or English immersion?" (2007, p. 773). Although complex problems require complex solutions, a common theme that runs through the relevant literature concerns the need to use
Journal for Lems Book (Chapter 1) I would like to choose the "language-based learning theory," "English and new language: four domains and fifth domain," and the factor of "motivation" for second language acquisition (SLA). Second language acquisition has never been easy for any new learner of the second language and according to the language-based learning theory, there is a process including interrelated areas: learning language, learning content through language, and
Scaffolding English Language Learners (ELLs) for Writing SuccessInstruction in Academic VocabularyThe selection of vocabulary for teaching is predicated on its significance for comprehending the text and its frequent appearance within texts at the designated grade level. The strategies employed to instruct academic vocabulary in these lessons remain consistent, including the utilization of engaging informational texts as a foundation for intensive vocabulary teaching, the identification of a limited set of academic