EA in ESL Teacher Training Workshops June 4, 6, & 8, 2007 – 4:45 to 7:45 p.m. Kapi‘olani Community College Teacher Preparation Program Shawn Ford and Veronica.

EA in ESLTeacher Training Workshops

June 4, 6, & 8, 2007 – 4:45 to 7:45 p.m.

Kapi‘olani Community CollegeTeacher Preparation Program

Shawn Ford and Veronica Ogata, Facilitators

Wednesday, June 6 Session 1-

4:45-4:55 Introduction and Overview of Session4:55-5:05 Introduction to Topic: Vocabulary Development5:05-5:15 Vocabulary Development Group Discussion5:15-5:30 Vocabulary Myths and Facts Lecture5:30-5:45 Academic Vocabulary PowerPoint Presentation5:45-5:55 10 MINUTE BREAK

Session 2-5:55-6:15 Vocabulary to Pronunciation: Stress and Schwa6:15-6:45 Sample Lesson6:45-6:55 10 MINUTE BREAK

Session 3-6:50-7:20 Group Work7:20-7:35 Group Reports735-7:45 Wrap-up: Homework, Friday Preview, Feedback

WELCOME!

EA in ESL Teacher Training Summer Workshops

Sponsors: Teacher Preparation Program at KCC, funded in

part by a federal Perkins grant

Audience: Workshops prepared for in-service EAs who

work with NEP and LEP students in the DOE

Purpose: Provide EAs with additional training, and

Provide EAs with knowledge and strategies to

facilitate and accelerate the language

development of their ESL students

We hope you enjoy our program and

find it useful for your teaching situations!

During the workshop, please remember to…

1. Actively participate and be open to new ideas.

2. Complete all group, reflection, and “homework”

tasks.

3. Stay on task so we can complete the material

in each session on time.

Group Roles

LeaderResponsible for keeping the group on task. Makes sure that all members of the group have an opportunity to participate and learn.

TimekeeperResponsible for keeping time and making sure that the group finishes the task on time.

RecorderWrites out results of group activities or important discussion points. Also prepares presentation materials for oral reports.

ReporterGives oral responses about the group’s activities or discussions.

Language Development Maxims:

1. Language should not be taught in isolation.

Language should always be taught in some sort of context, using meaningful content. Any attention to discrete skills should arise from content demands.

2. Learner-directed speech should always encompass BICS and CALP.

This can be accomplished by using complete sentences to facilitate interaction. Repetition and recasting, along with expansion of ideas and the encouragement of inquiry should be part of all feedback.

Vocabulary Development Group Discussion

1. How do you help your students learn new vocabulary? If you currently don’t help with vocabulary, how would you attend to vocabulary?

2. How do you decide which vocabulary words to help your students learn? If you currently don’t work with vocabulary, how would you choose the vocabulary words?

3. Why is vocabulary development an important issue for second language learning?

Language Learning Myths and Facts

1. Teachers, textbooks, curricula, and the education system in general cover vocabulary development adequately .

2. Guessing meanings of words from context is an excellent strategy for learning second language vocabulary.

3. In learning another language, vocabulary is not as important as grammar or other areas.

Teachers, textbooks, curricula, and the education system in

general cover vocabulary development adequately .

Fact: Research shows repeatedly that there is no integrated

approach to teaching vocabulary in our nation’s school system at

the curriculum level. However, vocabulary development does

remain an integral component of most state content standards.

Textbooks as well rarely rise to the occasion insofar as vocabulary

development. Teachers do the best job at vocabulary development,

but these are generally ESL teachers or others in the language

arts. Content area teachers rely on their textbooks for vocabulary

development.

Guessing meanings of words from context is an excellent

strategy for learning second language vocabulary.

Fact: Guessing vocabulary from context is how native speakers

learn new vocabulary from content. However, the use of context

clues, an integral part of reading proficiency, is problematic for

second language learners. Because of their limited vocabulary

knowledge to begin with, second language learners are at a further

disadvantage when they have to guess meaning from context.

In learning another language, vocabulary is not as important

as grammar or other areas.

Fact: Arguable, vocabulary is perhaps the most important

component in second language ability. Language is based on

words. Without words, communication is extremely difficult and

limited. Knowledge of vocabulary is the key component of reading

ability.

Vocabulary Development and ESL

Here are some issue to consider for ESL students and vocabulary:Vocabulary must be taught in context. Vocabulary instruction should arise from content demands.Vocabulary learning needs must be linked to student needs based on content and not student proficiency level.Decisions about what students should read to develop vocabulary should be based on content needs and not on first language readers. Second language students must build their own contexts for learning.

Academic Vocabulary PowerPoint Presentation

Vocabulary Development and NEP/LEP Students

Here are some issue to consider for low-level ESL students and vocabulary:Reading is for understanding content, and not for developing pronunciation.Feedback can attend to high frequency words. Focus on frequent words and content words. Avoid highly specialized vocabulary.With NEP and young learners, use vocabulary to stimulate interaction. This is important for developing CALP. Look for opportunities for expansion.

10 Minute BREAK

5:45 - 5:55

From Vocabulary to Pronunciation

Focus attention on the stress of the word when

working on pronunciation.

Consonants are more important than vowels.

However, emphasize the schwa-shift.

Teach for intelligibility, not for native-speaker-like

pronunciation.

Sample Activity: Vocabulary Development

Content: General Science –

course textbook

Context: 6th grade, Cantonese, Japanese,

and Korean LEP pullout students

Skills: reading, speaking, listening, writing

Lesson Plan Overview:

1. Choose vocabulary items based on the required

context

2. Visual recognition of symbols: reading the words

3. Aural distinction of sounds: listening to the words

4. Written distinction of words: writing the words

Production: selecting the words + feedback

6. Production: saying the words + feedback

7. Production: writing the words + feedback

8. Awareness-raising & practice:

a. pronunciation- stress and schwa

b. contextualize words- associations,

collocations

9. Production: speaking in context

10. Feedback & Reinforcement

11. Production: writing in context

12. Feedback & Reinforcement

10 Minute BREAK

6:45 - 6:55

Group Work:Lesson Planning

Leader – Timekeeper – Recorder – Reporter

6:55 - 7:20

Report:

3 groups will now share with us the lesson plan that they created, based on their chosen context and teaching approach.

Reflection:

Please take 5 minutes to write down your thoughts...

• What are your thoughts about this approach to

vocabulary development?

• What are your thoughts about this vocabulary

lesson?

• What will you adapt or adopt for use in your own

teaching situation?

Please write your reflection on another piece of paper

as a formal reflection on today’s workshop. Include any

other thoughts and comments. Bring it on Friday to drop

off when you sign in.

Also, please take 5 minutes to complete today’s

workshop feedback form, which is located in your folder.

Please leave it on your tables when you are finished.

Thank you!