the completion boxes stay red? how do I fix his? I went through everything even wrote my test. Now I cant receive my Cert
Iam sure when we apply all those methods our students will be able to learn and apply the skills they have learnt so easily.Thanks to Alison.
If an instructor has learners dictate phrases to them, how do they get the completed story that would be used to read back to learners sentence by sentence?
I´m very happy about everything I have learned in this topic.
if we are in ESL as instructor and some learners neither speak nor write and read. how will instructor over come this situation? because instructor dont know their native language?
This very useful.
This is an awesome topic because learners' background also sometimes plays a key note in their acquiring a second language. I have personally found it that people's literacy level in the sense if they're professionals they learn faster than those who might not be. In any case it's how committed the learner and instructor are towards reaching their objectives.
In the ESL class, instructors may have learners who cannot read or write even in their native language, or their native language may not have a written form.
ESL learners may be young or old, and may come from many different countries.
They may not speak any English or only a few words of it. Indeed, they may be fluent in spoken English yet unable to read and write.
Some learners have no familiarity with a written alphabet or a phonetically-based alphabet, making it harder for them to learn the sound-symbol correspondences needed to decode words.
Many learners come from societies with a strong oral tradition, which is drastically different to a technologically driven culture that relies on text.
Many learners may not have the oral vocabulary needed to support reading and writing development. Others may have an extensive oral vocabulary and may feel frustrated that they are in the same group as learners who are not familiar with basic words and phrases in English.
Since all people learn differently, it is hard to predict how fast adults will learn English. One of the most important things that ESL instructors should understand is that their teaching must fulfill the needs of a variety of learners all of whom have different skill levels.
Techniques for Increasing Proficiency
There are 4 techniques that instructors can use to help learners acquire English language proficiency as quickly as possible. These techniques are:
1) Creating classroom routines so that learners feel comfortable and know what to expect.
2) Organizing lessons by units connected to learners’ real-life needs.
3) Creating lessons so that all learners feel a sense of accomplishment from completing a task.
4) Grouping students with a high level of English proficiency with students that are learning to read and write.
Increasing Skill Levels
Now that we have looked at some methods of increasing proficiency, let’s look at some methodologies for teaching the skill areas.
Remember: The skills areas of the English language are:
These methodologies will help learners“connect” what they learn in class with what they need to do outside of class.
Increasing Skill Levels
When teaching oral skills to ESL learners, instructors should use pictures to reinforce new vocabulary.When teaching reading and writing, instructors should build on learners’ oral vocabulary. For instance, learners can copy the names of items and practice saying them as the teacher points to them.
It is also helpful to use the language experience approach to generate “language in context” for letter-sound practice and awareness of syntax.
For instance, instructors can have learners dictate phrases to them, and write them on the board. Then, allow learners to copy the completed story, and read it back to them sentence by sentence.
For letter recognition, instructors can ask learners to circle all the words that contain a certain letter.
For instance, instructors could say: “Let’s look for the letter k. Please circle all the words with the letter k in them.\" Then, show them one example by circling one of the letters.
Instructors can also read a list of words, and ask learners to write the words that contain the letter k.
Some learners might have problems understanding how words are combined into sentences.
To help them with this problem, instructors can copy words from a sentence onto separate cards, and have learners re-sequence the cards so that they form the sentence, and then practice reading these sentences.
Remember, learners should practice the spoken vocabulary before they practice reading and writing. When they practice reading and writing, they progress from working on letters and sounds to recognizing whole words to putting words together into sentences.
Many ESL Literacy learners prefer \"experiential\" learning. Therefore, instructors should think about the real-life applications of language skills they plan to cover in their lesson.
For example, timelines play a major role in the ESL class. If learners cannot accomplish objectives set within timelines, then instructors should begin reconsidering the timelines and re-examining the program content and delivery.