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Children can become mindful in their own language use so they can reflect on and take responsibility for how they use the language. Helping children be mindful can help them to avoid the kinds of recurrent inaccuracies in their language. Teachers can support students in being mindful by having them use a self-reflection sheet while they are writing and helping them self-edit, encourage children to comment on their own editing, conferencing with a student and giving specific feedback about one thing we'd like them to do the next time they write and getting students to highlight any aspects the class has been focusing on during the teaching and learning cycle. 

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Children can become mindful in their own language use so they can reflect on and take responsibility for how they use the language. Helping children be mindful can help them to avoid the kinds of recurrent inaccuracies in their language. Teachers can support students in being mindful by having them use a self-reflection sheet while they are writing and helping them self-edit, encourage children to comment on their own editing, conferencing with a student and giving specific feedback about one thing we'd like them to do the next time they write and getting students to highlight any aspects the class has been focusing on during the teaching and learning cycle. 

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Integration of subject and content language is that language is most meaningful when it is learned in context - in this case, the classroom setting where the students are manipulating and using that specific language. If is is taught separately, the students may not be have as many opportunities to use the language and make meaning of it. 

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Integration of subject and content language is that language is most meaningful when it is learned in context - in this case, the classroom setting where the students are manipulating and using that specific language. If is is taught separately, the students may not be have as many opportunities to use the language and make meaning of it. 

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There are different ways to listen such as one way listening  which is listening for specific information or just to get the general sense of the information. It is possible to listen in different ways such as taking part-in and listening to. 

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There are different ways to listen such as one way listening  which is listening for specific information or just to get the general sense of the information. It is possible to listen in different ways such as taking part-in and listening to. 

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Dictoglass is designed to develop listening skills and integrates it with speaking, reading and writing. The aim is for students to reconstruct a written text that they will hear read outloud. The passage must be on a topic that they students already have background knowledge on. We can use this to support ELs by having them use in groups and in addition to LEAs. 

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Dictoglass is designed to develop listening skills and integrates it with speaking, reading and writing. The aim is for students to reconstruct a written text that they will hear read outloud. The passage must be on a topic that they students already have background knowledge on. We can use this to support ELs by having them use in groups and in addition to LEAs. 

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We can support ELs in two-way listening by eliminating background noise. Also, the learner needs to do more than simply recognize sounds and words. They need more than acoustic information to gain meaning. Effective listening involves the listeners "in-the-head's" knowledge of the world and the structure of language. 

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We can support ELs in two-way listening by eliminating background noise. Also, the learner needs to do more than simply recognize sounds and words. They need more than acoustic information to gain meaning. Effective listening involves the listeners "in-the-head's" knowledge of the world and the structure of language. 

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Listening is the route to language development. Listening also parallels the process of reading. Both involve comprehension rather than production and involve the active construction of meaning. 

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Listening is the route to language development. Listening also parallels the process of reading. Both involve comprehension rather than production and involve the active construction of meaning. 

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*Self-reflection sheets
*When conferencing with students, give them one specific thing to work on when they write.
*Have students highlight in their own writing areas focused on during instruction - highlight all the proper nouns on one page of your writing

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An integrated curriculum considers both the language-learning needs of the students and the necessary language to learn content. Most teachers acknowledge how important listening is but it is often not planned for explicitly across the curriculum and therefore becomes a "hidden curriculum".

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We can support ELs in developing their “mindfulness” about language by having students regularly reflect on their language. This helps them takes responsibility for using the language correctly, as they have been taught.

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Dictogloss integrates with speaking, reading, writing, and note-taking. The goal is for students to reconstruct a written text that they will hear read aloud. The text needs to be on a topic that the students already know something about or that they are currently studying.

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We can try to have less or no background noise. We can also train students to ask for clarification when they don't understand something. We can help them incorporate phrases like "Excuse me, I'd like to ask something" whenever they don't understand something.

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To explain the integration of subject and content language to teachers we need to explain how language is most meaningful when it is used in a variety of ways and in authentic experiences versus being taught in isolation. Also, the key academic language in the content subjects is taken into consideration when looking at the language needs of the learners.

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Listening is a path to language development.  Effective interaction with others depends on our ability to listen.

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I really liked Figure 7-1 on page 186 which showed the four quadrants and how listening can occur with varying levels of two-way and one-way listening and interpersonal topics and information-based topics. Students should experience a range of situations in which to develop their listening skills.

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Some ways that we can support ELs in two-way listening is by modeling, modeling, modeling! If we show our students, EL or non-EL, we demonstrate behavior that is expected from them. This modeling of two-way listening then shows them exactly how to correctly engage in two-way listening themselves. Also, having sentence starters available for them to view if necessary is a wonderful support for them. And lastly, establishing a classroom environment where students are not afraid to fail or make mistakes is key.

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Listening is essential to fully developing a language, especially a second language. It helps attain proficiency in a second language. It should be viewed as essential as reading, writing, and speaking. Listening is not simply about comprehension and therefore should not be overlooked, as we sometimes tend to do in the busy classrooms today.

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We need to help students feel comfortable when asking for clarification if they don’t understand something. MaryAlice also made a great point that we need to taking it one step further and have them practice how to ask effectively by stating what they specifically need to hear repeated or which part didn’t they understand.

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Dictogloss is an integrated approach that incorporates listening, speaking, reading, writing and note taking skills. It is an actual listening lesson, and not focusing on the topic, but on remembering keys words students hear to reconstruct meaning. 

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Dictogloss is an integrated approach that incorporates listening, speaking, reading, writing and note taking skills. It is an actual listening lesson, and not focusing on the topic, but on remembering keys words students hear to reconstruct meaning. 

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Students working in groups have the benefit and opportunity to support each other to practice language skills.

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Mindfulness is a mental focus, a sense of what you are dong and how you are doing it. Teachers need to help students to be able to reflect on the things they do in school and to take responsibility for them. This helps keep students from repeating the same mistakes that might occur in their use of language throughout the curriculum.  They  could use self-reflection sheets, edit their own projects, conference with others, including both students and teachers, and makes goals for how they want to improve. These kinds of activities could be used in writing and language, as well as across the curriculum.

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Mindfulness is a mental focus, a sense of what you are dong and how you are doing it. Teachers need to help students to be able to reflect on the things they do in school and to take responsibility for them. This helps keep students from repeating the same mistakes that might occur in their use of language throughout the curriculum.  They  could use self-reflection sheets, edit their own projects, conference with others, including both students and teachers, and makes goals for how they want to improve. These kinds of activities could be used in writing and language, as well as across the curriculum.

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It is important for teachers to understand that using an integrated program for teaching students gives them greater support for their learning. We can explain that teaching students "language" in a separate program doesn't guarantee that they will apply these separate skills to their learning in content areas. Language needs to be learned through in a regular curriculum. Using language this way means that students learn through their use of language so language is not a separate thing. Also, teaching in integrated way provides a constant recycling of content, grammar, and vocabulary, which improves overall language development. Teachers need to keep in mind that the overall goal is for their curriculum topics to have both subject goals and language goals that work together to create student success in the curriculum. 

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It is important for teachers to understand that using an integrated program for teaching students gives them greater support for their learning. We can explain that teaching students "language" in a separate program doesn't guarantee that they will apply these separate skills to their learning in content areas. Language needs to be learned through in a regular curriculum. Using language this way means that students learn through their use of language so language is not a separate thing. Also, teaching in integrated way provides a constant recycling of content, grammar, and vocabulary, which improves overall language development. Teachers need to keep in mind that the overall goal is for their curriculum topics to have both subject goals and language goals that work together to create student success in the curriculum. 

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As a classroom teacher, I always struggled with how to make sure my students' individual needs were met (in many cases through reading intervention) while ensuring they weren't missing the core classroom content. For our ELs, we need to make sure they're acquiring English, but not missing out on valuable content instruction as well. Integrating language and content through co-teaching has been an invaluable methodology in order to meet our students' needs. If/when students are pulled out of class, it is for very specific reasons that are related directly to the lesson being taught and it only involves students who have that specific need, meaning not all ELs are in the group and some non-ELs who may also have a need. The rest of their instruction is integrated so that students are maximizing their language acquisition time.

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I think one of the most important ways we can support ELs with two-way listening is by explicitly teaching them how to tell someone they don't understand and to ask for clarification and to show them that it's perfectly acceptable to do so.

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Listening comes at the very beginning of both first and second language development. When students have a strong listening foundation, we set them up for greater success in all the other domains. Not only does listening to someone speak provide a model for an EL, but, without the ability to listen and comprehend, students won't be able to construct meaning in their new language.

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Integration of the two is much more effective as students are allowed to experience language versus just be taught language. When content is taught separately students have less chances to naturally hear and practice their new language. I'll admit that integrating the two takes a lot of planning and can be difficult to coordinate. It is not always easy to match the level what content must be presented to the language needs of each student, which is why the pull-out model can be so tempting. But by integrating students have chances to learn more language, how to use language, and to learn about language. I do like metaphor and the one presented on page 226 did a great job showing how you can present the big picture and then allow students to pull apart the pieces based on their needs and levels of understanding.

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Dictogloss is an activity which allows students to practice listening for key words and then using those key words to reconstruct meaning. I LOVE what I call the "listen, listen again" part. I use this as a lesson to students that teachers often say things more than once and if you keep listening you will hear information repeated. I also LOVE the third reading part because it is a great chance to teach students that important information does not have to be in sentence form, which often makes it easier to remember. Once students learn to listen for key words they feel empowered. Sometimes the amount of what we hear is overwhelming and it is useful to know that you can still get meaning by listening effectively. When they work together to reconstruct the meaning ELL students have a chance to learn from one another as well as practice expressive language skills. I have found that just because a student can hear and write key words does not automatically mean they will be able to use those key words to explain meaning. Again, we must teach them how to do this.

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Listening is the first process to developing language and especially to developing a new language. ELLs need to not only listen for understanding but also for language structure, language prosody, and language uses. When learning a new language one's listening effectiveness cannot be assumed as proficient. We must determine that ELLs are accurately processing the new language they are hearing in every aspect and intervene quickly if there is any difficulty. ELLs also need to learn to evaluate their own listening and learn strategies to help them listen as effectively as possible.

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Great ideas Eric! And Yes, self reflection sheets/rubrics are great for students. I oftentimes have my students reread their writing out loud or even slow down and point to the words they have actually written when writing to help with their mindfulness. Our brains are very smart and can sometimes correct mistakes when reading because we know it is correct.  So I may say, slow down, let's look at your words again. Or I would read it and ask what they notice or see if they catch it. But we need to teach students how to do this. Similarly to listening to their language and being mindful of how they speak as well. Using tech with audio/speaking apps for students to record themselves and listen back is another great tool to help students listen to their language and reflect on it. Again, all of this needs to be taught to our students. Just giving them a rubric, thorough or not, still needs explanation, modeling, and practice to be beneficial.

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When we integrate content and language students are overall more successful. Instead of having separate time to teach them, by merging them and using them in context, the content and language overall makes more sense and becomes more meaningful leading to better understanding.
It may seem like extra work, but you are really making learning easier and more comprehensible for your students. Instead of teaching things in isolation, the integration creates the bridge of learning and understanding the content to using the language needed to discuss and express this content knowledge. When the students are learning and talking about their learning in a structured and integrated manner, their content and language knowledge are both growing.

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Dictogloss

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"It is by seeing what a learner does as a result of listening that we can most easily recognize whether effective listening has taken place. "(p 188)

Split Dictation and Map Games both involve students providing verbal instructions to a partner, while the listener constructs a mental image from the spoken words and converted it into meaning. This reminded me of a STEM activity in which one student constructs a 3D shape out of toothpicks and gumdrops. They verbally describe the structure to a partner, who has to draw it. My goal was focused on the speaker: making observations and using precise language to describe details and convey meaning. As I read this chapter I realized I ignored listening, and did not value or support the receiver of information.

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I think it is crucial for us to teach out students how to ask for clarification when they do not know something. They need to be taught the language on how to ask for help or clarification and have practice in doing so.  Our classrooms need to be safe learning environments and when set up in this manner, students will feel comfortable asking for help or clarification.  This really stuck with me and this is something I would want all teachers to know and do for ALL students but especially our ELLs. We want to make sure our students understand what is being said and feel comfortable enough to speak out if not.