https://padlet.com/gabrielflores84/9h8zuy4z7a1t Principle #3: Active participation in social interaction fosters the development of conversational and academic English. en-us 2020-02-01 08:02:37 UTC 2025-11-02 06:08:50 UTC hello@padlet.com https://padlet.net/icons/png/1f5e3.png gabrielflores84 https://padlet.com/gabrielflores84/9h8zuy4z7a1t/wish/439107080 From a social constructivist theory, social interaction and language is important in order to think about thinking (metacognition) about a topic, idea, issue, question or problem. If this is true then students should be expected and encourage to interact and speak to each other in order to "make sense" of the world. ]]> 2020-02-01 08:08:22 UTC https://padlet.com/gabrielflores84/9h8zuy4z7a1t/wish/439107080 gabrielflores84 https://padlet.com/gabrielflores84/9h8zuy4z7a1t/wish/439107343 It can be frustrating when students over-use their L1 in class; however, this might be an indication that students are actually interested in the topic. As such, as educators, we should provide supports that help ELL students develop their L2 without stigmatizing them for using L1. ]]> 2020-02-01 08:12:43 UTC https://padlet.com/gabrielflores84/9h8zuy4z7a1t/wish/439107343 gabrielflores84 https://padlet.com/gabrielflores84/9h8zuy4z7a1t/wish/439107659 While, I do agree that L1 can support L2. I also think that an over-reliance on L1 may not always be appropriate or necessary. For example, a student might say: "Pass the glue" (L1) and when asked what they said. They immediately switch to English because they expect that it is 'ok; to speak English with the teacher but not peers. As such, I think that having a conversation about the need for English communication can be a way to involve the whole community in an engaging conversation. ]]> 2020-02-01 08:15:38 UTC https://padlet.com/gabrielflores84/9h8zuy4z7a1t/wish/439107659 gabrielflores84 https://padlet.com/gabrielflores84/9h8zuy4z7a1t/wish/439107855 According to Kathleen Mohr: If we want to increase classroom talk, "two key elements: valuation of students' response efforts and the teacher's efforts to scaffold elaboration" are necessary. I particularly liked: 

• Uphold high expectations for student participation. Expect everyone to contribute. During key discussions, use a class roster to keep track of students' participation levels and employ ways to get students talking beyond having them raise their hands (e.g., choral responses, shared reading, and paired discussions).
• Practice behaviors that value and elaborate students' contributions. Smile and share common courtesies. Make eye contact and move closer to the speaker, if possible, unless these gestures seem to make a student uncomfortable.
• Allow sufficient wait time, including patient pauses that support students' possible need for code switching (i.e., thinking or speaking in one language and switching to another). Repeating the question or prompt allows more time for processing while engaging more students. (Kathleen A.J. Mohr and Eric S Mohr. "Extending English Language Learners' Classroom Interactions Using the Response Protocol" Reading Rockets.)

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