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Be patient- give students quiet period to absorb language

Reduce stress by small group work, minimal correction and lots of positive feedback

Motivation is key: so create safe environment and get native speakers involved

Errors are inevitable and persistent and correction/ clarification will not give instant accuracy

All grammar should be taught in meaningful contexts and revisited regularly

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Share strategies with students and review and discuss regularly which ones they are using.

Knowing they have a tool box of strategies increases confidence and independence.

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Soo important!

Give level appropriate tasks

Create safe, encouraging learning environment

Dont expose to high anxiety..whole class presentation

Give positive feedback, not endless error correction

introduce them to successfull ELLS as role models

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Huge impact

Integrative
Strong motivation to learn in different contexts..seek out native speakers, look for opportunities to speak, read in English, interested in jokes and latest slang

PROMOTE this..by encouraging your native speakers to be helpful and positive towards ELLS; respecting their language and taking an interest

INSTRUMENTAL

Learn for a specific purpose..exam, a presentation or subject specific..often don't master social English as not so interested. This can be a big obstacle later in life..limiting work options. Important to move these students towards and integrative motivation.

Resistance

Resent English, feel it undermines own language and identity,
often close up and don't participate.

Solution
Give space to own language, ensure interaction with native speakers.

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A quiet period of several months is normal..absorbing language and rules..
-small groups promote participation
- remember receptive competence will also be higher than productive.

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1. RESPOND FIRST to the meaning..did they communicate effectively ?

2. Select a few errors only..those that obstruct meaning or cause embarrassment

3 Focus on one error at a time

4 use discreet modelling rather than correction, or suggest another way to phrase
5. Be patient..errors will be repeated for some time..normal ! Correct taught form will not remarkable replace the errors..
6. Always think about student feelings and ensure level/manner of correction wont embarrass them

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Not much evidence it works!

Most errors from overgeneralizing rules

eg add s for plural
verb+to verb

overcorrection makes kids dry up

little correction may seem slack to some cultures..education of parents also useful here.

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Helpful for decoding but only 75 % of words fit..
Most common words are irregular as hell ! (anglo saxon)
More important to grow vocabulary, comprehension skills and general knowledge
Explicit vocab and comprehension skills instruction much more important.

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isolaed grammar drill ae a dead loss..students can only reproduce them in same context..dont use them in communication

NEED repeated and meaningful practice with a communication context

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ing with be, plural s

articles

irregular past went

regular past walked

third person s

Instruction should be developmentally appropriate

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Older kids needs more of this as less able to intuitively nail it!
Grammar instruction must always have a meaningful context and involve real communication

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Push it..

helps with second language acquisition and development of cognitive skills and concepts that can then transfer

essential for communication with family and community and maintaining identity and self esteem

Give a chance to use in class as well with same lang speakers to develop ideas and deepen understanding.

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CALPS mean we should sustain student support well beyond 2 or 3 yrs but few if any schools do.

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CALPS are tough..a lot of difficult vocab..longer words. latin roots, prefixes and suffixes to decode, very little context , often dry written instructions, little or no verbal interaction.
Hugely challenging for ELLs
Playing catch up for years
Key to develop these skills in first language, without these may never catch up

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older students find it harder to produce and recognize some sounds

greater curriculum pressure and more to catch up

more complex language to deal with

AFFECTIVE FILTER emotional barriers caused by all this pressure can block learning SO WE MUST CREATE A SUPPORTIVE, NURTURING ENVIRONMENT

YOUNGER CHILDREN BETTER CHANCE OF LEARNING LIKE A NATIVE AS SIMILAR CONTEXT

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high pressure

learn curriculum and lang same time

playing catch up always

receive too much input beyond their level of comprehension

negative response to errors

may have limited opportunity to interact with fluent speakers

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exposed to vast amount of language and many forms

recognize sounds, then meaning, then grammar

regular interaction with experts

talk to themselves and dolls..babble..develop lang through play and experimentation

no pressure/expectations..adults modify input

context clues for nearly all early language use

minimal correction..errors are fun !

Adults expand on kids' words

high motivation as using language to get something- a sweet, a story, help etc

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Must establish rules for this and familiarize students with expectations

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Must create regular opportunities for ELLs to interact in English and give feedback
Small groups..

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- expanding student speech
-students join in familiar or repeated phrases in read aloud
-chants and songs help
- graphic organizers for response..limited writing

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Students need to be learning in zone of proximal development (Vergotsky)..Krashen emphasizes students need Comprehensible input..
-grammar rules can be inferred
-strong context clues for new vocab
-limited addition of vocab in each task
-pictures/objects/actions can help with understanding

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Language is used for communication..real situations..real objects and activities and interactions so child picks up quickly and adult can see mistakes.
Expanding- adult expands on child's single words and model sentences

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language is learned by interacting with native speakers of fluent speakers. Communicating with the world helps you develop your language..innate LAD helps with this.

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First language you just pick up the grammar, second language need for explicit instruction, especially beyond puberty when acquisition becomes much more difficult

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ELL teachers give students many opportunities to practice a structure in meaningful contexts. students may take a long time to use forms correctly..be patient.

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Seems to be universal sequence for this
-early ..plural nouns
-much later apostrophe s for possession
-third person s

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Children come up with own theories and through interacting with adults they modify their production until it coincides and communicates effectively.

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children develop dfferent verb forms, some of which do not exist by applying their own grammar rules
so bring..brang, brought, broughted..

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-There are more efficient ways to learn a language and imitation should not be overplayed.
-Student awareness of strategies is very important _metacognition

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This is how we learn pronunciation but beyond puberty we lose ability to produce and distinguish certain sounds
-th..thin and this distinction
-v and w distinction difficult if sounds don't exist in their lang..eg Spanish
-l and r if home language does not have both sounds

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1. Imitation and habit-Skinner
2. Innate cognitive process- Chomsky
3. Social interaction