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TExES ESL Competency 4

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Sanya Tejani

on 22 October 2014

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Transcript of TExES ESL Competency 4

TExES ESL Exam Competency 4
Competency 4
The ESL teacher understands how to PROMOTE students' COMMUNICATIVE LANGUAGE development in English.
Student's current oral language development
Optimal oral language development
Scaffolding language to promote comprehension in ELLs
Model extended language
Use questions and prompts
Recast and expand ideas
Request clarification
Promote questions and conversation
Provide feedback
Closing Information Gap
1. Reach- lesson is introduced, it's working on immediate memory - building background - front loading information
2. Reflect- after each lesson, students should reflect in groups or independently to enhance work and/or immediate memory
3. Recode- discuss a lesson, groups/pairs/whole group - immediate memory
4. Reinforce- re-teach,feedback, reinvent - enhancing immediate memory - meeting emotional needs for success
5. Rehearse- repeat, elaborate, enhancing long term memory
6. Review- matching instruction, anticipated problems, correct problems, close gaps - long term
7. Retrieve- assessment - long term and emotional have been met
Promoting Language Acquisition
Comprehensible Input (from listening and reading) alone does not account for language acquisition. Output (speaking and writing) must be considered.
Oral Language
As with L1, oral language- listening and speaking- generally develops before reading and writing in the second language
Assumptions about Listening and Speaking
learners acquire language in an environment that is full of talk and that invites response
students will speak when they are ready
fluency precedes accuracy
acceptance of all attempts, correct or incorrect, will promote confidence
To develop competency in listening and speaking, students need...
teachers who understand stages of language acquisition
teachers who are tolerant of errors
many opportunities to interact with others
Promoting Oral Language Dev in the Classroom
Use vocab related to a predictable schedule and repeated classroom routines: roll call, recess, lunch, dismissal
Repeat instructional practices: circle time, literacy circles, process writing, group projects
Verbal strategies to help students understand teacher talk
speak clearly
repeat key vocab in context
summarize main points
limit use of idioms
Stages of development in communication skills
Stage 1: One-way communication
learners listen to the new language but do not speak. This is the "silent period." During this period learners are acquiring knowledge about the new language, including vocabulary, syntax and content knowledge
Stage 2: Partial two-way communication
The learners listen to communication and respond with either gestures or their native language.
Students can show comprehension without speaking (example: nodding, pointing, drawing, gesturing.)
Stage 3: Full two-way communication
Learners listen and respond effectively in the target language.
Progress through the stages is enhanced when the level of activity matches the learners' stage of development.
Oral Language Development Strategies
show and tell
taping and dubbing a TV show
choral reading
riddles and jokes
High-quality Oral Language Development
Read-alouds and role-playing using culturally relevant classic and contemporary literature
idioms/figurative language
Learning Styles Defined
It is defined as a biological and developmentally imposed set of personal characteristics that make the same teaching methods effective for some and ineffective for others
Teaching methods should include an auditory, visual and tactile learning model. These 3 models will meet most students' needs for retention and comprehension
Learning Styles
Linguistic (auditory)
Spatial (visual)
Kinesthetic (tactile)
Appropriate Feedback
Emphasize communication and meaning, not correctness
Provide some patterned language to practice specific areas such as verb tense, conjunctions, or transitions
Use modeling- restate student's sentence correctly
Full transcript