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Teaching English as a Second Language Pedagogical Plan 1 - Coggle Diagram
Teaching English as a Second Language Pedagogical Plan 1
Module 1 Language pedagogical beliefs
.
Students should have some say in what they learn, guided by the teacher.
Activities should be engaging so students remember the material.
Cultural awareness is important.
Students need to build confidence.
The way you learned is how you teach
How to break this? Reflection, continue learning, be open to suggestions, allow for change.
The apprenticeship of observation.
Module 2 Curricular documents
materials
Second language learning builds on previous knowledge and experience.
When language has a purpose it is learned better.
Goal of the ESL POS: provide students with planned systematic instruction and support.
So they can speak English fluently and live in Alberta and Canada.
How students learn.
The program of studies and how to use it. How it supports you and the learner.
Challenges facing ESL students: expression, gathering of info, and cultural conflict.
A supportive environment is key.
4 general outcomes in the ESL program of studies.
ESL POS: More academic focused. FSL POS aimed to be more practical.
Module 5:Comprehension Strategies and scaffolding
All teachers are Language teachers!
Comprehension is influenced by experiences culture and background.
Be aware of students cultural lenses.
Strategies to activate knowledge
KWL charts, T charts, connect material to students lives.
Strategies to create connections
Show a movie clip, role play, explore websites and create graphic organizers.
Strategies to test comprehension
Think pair share, question webs, timelines, and models.
Forms of scaffolding
Procedural: explicate teaching/modeling, guided and independent practice, small group work and expert peer support.
Instructional: graphic organizers, exemplars, manipulatives, kinesthetic activities.
Verbal: think aloud, reinforce, and paraphrasing.
Use proper language and terms. No slang to confuse students.
Backwards design approach!
Strategies to minimize linguistic burdens.
Guided notes taking.
teaching reading strategies.
flipped classroom.
translation apps.
multi media.
Module 4: Contextualizing/ politicizing English Teaching.
Teaching can never be neutral! Being neutral maintains the status quo of privilege.
Problem posing education as apposed to banking model of education.
Students should question and create.
Marginalized vs privileged.
English can make other languages and cultures feel inferior.
Have students make decisions about what is compressible and contextually appropriate.
Develop a questioning disposition.
Whos perspectives are present and absent?
Official curriculum, operational curriculum, hidden curriculum and null curriculum.
Do not use language learning as an oppressive or colonial tool.
Do not correct errors because of the closeness to colonial English.
North American education systems are not perfect and should not be thought of as superior.
All skills and knowledge learned is important.
Be respectful of ways of knowing and lived experience.
Education will not always raise people out of poverty and make them happier.
Module 3 Learner profiles and planning.
Model respect.
Engaged in personal reflection.
Use resources and strategies that consider culture.
Invite parents to participate in the learning.
Use cross grade mentoring.
Support cultural ad community connections.
Promote a sense of belonging.
Social capital.
Cultural capital.
Adapt classrooms to students not students to classrooms.
Funds of knowledge:
Skills and knowledge that have been historically and culturally developed to enables individuals/ households to function in a culture.
The Teacher treats the students with dignity and respect and is considerate of circumstances.
Teach in a manner that respects the dignity and rights of all people.
Learner profiles should include:
Amount of formal schooling
Hobbies, interests, struggles, talents.
When a new student arrives consider their country of origin, its history and political situation.
Family life, languages spoken, rules of the home, community groups involved in, supports needed.
Parents educational background and knowledge of English or French.
Planning process: forward, central, and backwards.