Please enable JavaScript.
Coggle requires JavaScript to display documents.
Chapter 7 Listening and Speaking Mindmap by Sharon Y Jiang - Coggle Diagram
Chapter 7 Listening and Speaking Mindmap by Sharon Y Jiang
What we know from research about oral language and English language learners
3 reports involved experts in language, literacy, and other academic fields who identified, read, and synthesized relevant academic research meeting rigorous criteria for inclusion. The findings outlined what we currently know-and what we don't know about how to help ELLs in language and literacy learning.
CREDE: Center for Research on Education, Diversity, and Excellence Report
The empirical literature on oral language development in ELLs is small.
It takes time for ELLs to develop oral English proficiency.
ELLs need some English proficiency before interaction with native speakers is beneficial.
Use of English outside of school enhances ELLs' oral English development
Use of home language for beginning-level ELLs contributes to academic development.
English oral language proficiency tests fail to capture the full oral language proficiency of bilingual students.
NLP: National Literacy Panel Report
Oral language skills are more important for reading larger chunks of text for comprehension than for reading at the word level.
Oral language skills in English are strongly associated with English reading comprehension.
Oral language skills in English are associated with better English writing.
English oral language proficiency is not strongly related to English speaking skills.
Home language literacy skills plus good English oral language skills are strongly associated with good English reading comprehension skills.
ELLs need consistent ESL instruction.
National Academies Report
Provide specialized instruction focused on components of oral language.
Engage in interactional feedback.
Dedicate time for instruction focused on oral English proficiency.
Using Theory to Guide Decision Making
Silent period and wait time
Teacher talk in the classroom
Correcting student speech errors
Productive talk moves: (Chapin et al.2009)revoicing,repeating,reasoning,adding-on,waiting (Zwiers 2014) Clarifying, analyzing, stating an opinion, supporting a point with evidence (Veen et al.2017) challenge/counterexample, metacognitive guidance, conversational ground rules
Vocabulary development
Vocabulary Development
Vocab. development should be one of the main components of daily ESL instruction, with further development through sheltered content-area instruction.
Using Standards to Focus Instruction
CCSS: Common Core State Standards for Speaking and listening (P170-171)
English Language Proficiency Standards for Listening and Speaking
5 WIDA ELD standards
(1) Communicating for social and instructional purposes
(2) the language of language arts
(3) the language of mathematics
(4) the language of science
(5) the language of social studies
Promoting Oral Language Development in the classroom
Listening
Total Physical Response (TPR)
Listening Comprehension Tasks
Listening Centers
Speaking
Oral retellings
Songs and chants
Oral Presentations
Minimal Pairs
Strategies for Classroom Interaction
Conversational Discourse
Cooperative Learning
Think-Pair-Share
Roundtable
Concentric Circles
Numbered Heads Together
Role Play
Barrier Games
Obstacle Course
What am I?
Acting out stories
Class Discussions
Tech. for speaking practice
Assessing Listening and Speaking
SOLOM-R (P187) Student Oral Language Observation Matrix
Bernardo's Oral Presentation