View Content #5398
| Contentid | 5398 |
|---|---|
| Content Type | 1 |
| Title | Encouraging ELLs to Speak |
| Body | A query to the TESLK-12 listserv about how to get English language learners to speak in class generated the following response with ideas: - First off, I am very explicit about my expectations of their use of English, and also involve them in the process of setting the expectations. They know that when they are with me I will support their Span. if they use it, but that first I want them to try to communicate in English. - We talk about ways to communicate in English and do a lot of body language talking, which is fun and helps them see words, which makes them 'stick' better in their brains. - We all greet each other in English coming into and leaving the classroom. - I write the agenda in English and we review it first thing. If we need explanations that we can't generate with other English words or our body language, we translate into Spanish. - I teach stock phrases that they need to know to function in my classroom and in their core classrooms (Where is the...?, Can I go to the...?, What time is it?, What time is ....?, etc.). We focus a lot of using 'Question Words' and have charts of them on 2 walls in the room. If I ask a question and they don't respond, I ask it again while touching the question word on the chart, to spark their memory. - We play games to reinforce current content vocabulary but we do more talking within the games than you would with native English speakers. For example, I make Memory cards by copying small pictures and words that match onto dark paper and cut them up. We go over a few words/phrases we will use in the game before we play. Ex: "I have a turkey,” “I have a match,” “Your turn,” etc. If a group is too quiet, I come play with them, which always gets them talking! Telephone games can be great for this as well. - When I need them to review words or think up answers, I have them Think-Pair-Share, which comes from Kagan. For example they work in pairs to generate words having to do with Thanksgiving, then they share their ideas with the group. All students need to share, but they are sharing what they already know. Sometimes they do this for points which can be a great motivator. Working together lowers their stress, and sharing gives them a need to communicate. - A few years ago I taught middle/high school level students (beginner to low intermediate) and created a 4 pt. rubric for participation. Their points were part of their final grade. This was a great motivator and helped the lowest students to make an effort, even when they were most aprehensive. Morgan, K. Re: speaking! Teachers of English as a second language to children listserv (TESLK-12@LISTSERV.CUNY.EDU, 12 Nov. 2006). |
| Source | TESLK-12 |
| Inputdate | 2006-12-04 12:15:01 |
| Lastmodifieddate | 2006-12-04 12:15:01 |
| Expdate | Not set |
| Publishdate | 2006-12-04 00:00:00 |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
