Session 6 by Tanya Salgado https://padlet.com/tsalgado16/kgsqxw18jdal0mdv en-us 2023-04-20 13:10:05 UTC 2023-12-14 15:26:48 UTC hello@padlet.com Suggestopedia tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2561832034 The main claim of Suggestopedia is that learning is improved by a state of relaxation. A form to produce this relaxation is to listen to classic music and other external factors to promote relaxation. The main limitation of Suggestopedia is that it has never been backed up by research. Suggestopedia tends to focus more on vocabulary and structure memorization.]]> 2023-04-20 13:18:50 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2561832034 Silent Way tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2561842788 Learning gets better when the learner discovers by themselves or by creating something. Therefore, when ELLs are cognitively engaged, they tend to learn better. The silent way emphasizes on problem solving, along with using manipulatives to help with the learning process. Within the classroom, the students will cooperate with each other in order to discover and learn the skills needed. The downside of the Silent Way is that the students work with little to no guidance and directions from the teacher. ]]> 2023-04-20 13:26:12 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2561842788 Total Physical Response Method (TPR) tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2561889548 The focus on TPR is for student to focus on listening. The teacher will be providing instructions while the students respond with movements. Examples given: Teacher asks students to "stand up" and the students follow the direction by standing up. This method is like the game Simon Says. TPR can be a successful method for beginner students for a limited of time before the students become overwhelmed with the directions given.]]> 2023-04-20 13:56:17 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2561889548 Teaching Proficiency through Reading and Storytelling tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2561932059 This method is derived by TPR with the addition of reading and storytelling through role-playing. This method is quit successful in the high school level. The only downside is that it's focus is more on comprehension, and does not allow much room for production, and interaction between the learners. ]]> 2023-04-20 14:22:20 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2561932059 Communicative Language Teaching tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2562056529 Principles
Use the language to communicate
Priority of the function of the language such as the structure (grammar, vocabulary..)
In order to enable communication in the classroom we have to do peer-to-peer interactions.]]> 2023-04-20 15:34:29 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2562056529 A learner-centered First-Grade Unit tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563307788 Alicia is a first grade teacher
-She allows students to respond to questions in either English or Spanish.
-The teacher begins the year by engaging students in topics they're interested in and can relate to. 
- The first unit covered is reading text about families, this allows the students to remain engaged and be able to discuss relevant topics.
A writing activity can involve illustrating a response to a prompt. 
-She also chooses books that students can relate to and have a meaningful connection with so that they can remain engaged in literacy activities.
-All of the lessons and activities connect to the state standards and support the learning and acquisition of English.]]> 2023-04-21 14:24:21 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563307788 Types of English Language Learners (ELLs) tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563497289 The students come to school with a diverse language and varied academic background language.
Teachers must consider the different types of ELLs and plan their instruction based on their academic background and academic language proficiency. 

]]> 2023-04-21 17:28:27 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563497289 Newly Arrived with Adequate Schooling tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563505556 There are students who can struggle with standardized school testing and exit exams especially when they have not developed their English skills yet.
New arrival students may not adjust socially.
The school and community factors can impact the success of students. If they have parent support or network support. 
The economic and social situation of families have an influence in ELLs (private tutors, refugee status, racial tension, and political).

]]> 2023-04-21 17:37:41 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563505556 Newly Arrived with Limited or Interrupted Formal Schooling tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563506523 This group have inconsistent schooling, because they either have little no schooling, or school was often interrupted. 
Students lack the basic concepts in different subject areas, they can even be 2-3 years below grade level.
Students must develop both conversational and academic English, become literate in English, and be able to acquire the academic knowledge and skills they need.
These students may have very limited or no resources, and struggle while they adjust to their new living and learning a new culture.

]]> 2023-04-21 17:38:42 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563506523 Long-Term English Learners (LTELs) tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563548645 They can be U.S. born or may have been attending 6 or more years of school in the U.S. but are not able to pass the English Language Proficiency test.
LTELs can develop both conversational and academic English, become literate in English, and acquire the knowledge and skills they need. 
LTELs who perform below grade level in reading and writing can struggle in content areas classes. 
These students also experience retention and high risk of dropping out.
They have identified two groups 1) transitional 2) inconsistent/subtractive U.S. schooling.
1) Waiven/Transitional Students move back and forth between the U.S. and their native country. Many of them also receive interrupted education as they move back and forth.
2) Inconsistent/Subtractive Schooling are students who have received some bilingual instruction, or ESL instruction, or they may have a combination of different services. ]]> 2023-04-21 18:24:21 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563548645 Language Proficiency of Emergent Bilinguals tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563556435 This section gives examples of how to make a classroom more learner-centered. 
Breakdown of different types of English learners:
  • Newly arrived with adequate schooling- recent arrivals, literate in their home language, adequate schooling in their home country, soon catch up academically, my still score low on standardized tests given in English, and social and economic factors can influence them positively or negatively.
  • Newly arrived with limited formal schooling - recent arrivals (fewer than 5 years in the U.S.), limited home language literacy, interrupted or limited schooling in their home country, below grade level in math, poor academic achievement, social and economic factors can influence them positively or negatively.
  • Long-term English learners - 6 more years in the U.S., limited literacy in both home language and English, struggle with content classes. some may get adequate grades but score low on tests, often have retained and are at risk of dropping out, are transnational students or students with inconsistent/subtractive schooling, and have had ESL or bilingual instruction but no consistent program.
  • Students at risk of becoming long-term English learners - students who scored intermediate or below on state ELD tests after four to five years, parents who have low levels of education and may have parents who struggle financially and/or socially.
]]> 2023-04-21 18:32:54 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563556435 Learner-Centered Teaching tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563560355 It is important for teachers to undestand the differences among the types of English learners along with with their conversational and academic language proficiency, as well as their academic content knowledge.
Questionnaires can help to know how they feel about reading and writing in English and what their strengths and challanges are. The more information we teachers can get from the students, the better we are in helping the students suceed.]]> 2023-04-21 18:37:20 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563560355 Activities tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563610809 All activities must be completed in English and not in the native language
-Information Gap 
  • Participants have some part of the information and must exchange it through discussions.
  • Role-play and simulation 
    • When role-playing students play a role
    • In simulation, students do not play a role, but rather they are themselves 
  • Interviews
  • Group-work
  • Opinion sharing
    • A debate in the class
  • Scavenger hunt
    • Looking for information


]]> 2023-04-21 19:47:31 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563610809 Communicative continuum tsalgado16 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563621036 Because Communicative Language Teaching (CLT) is not a fixed set of techniques and procedure.
It is a tool that can be used to describe the student's ability to understand the spoken language by listening to their needs.


]]> 2023-04-21 20:04:54 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2563621036 The Total Physical Response jpearson97 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564206143 Total Physical Response (TPR) is an approach to make language comprehensible and fun.  The teacher and students use their bodies to act out their learning.  It is based in. child development.  It removes the prerequisite of spoken language, that may not yet be developed. Students. gradually move from silent comprehenders to full participants, increasing the percentages of listening, speaking, reading, and writing comprehension.  Using basic commands, students respond with actions to show comprehension.  As the student builds confidence and skills they may volunteer to give the commands for the teacher and other students to act on. ]]> 2023-04-22 12:58:33 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564206143 The Research Supporting TPR jpearson97 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564210360 The model is backed by research through numerous studies:  
  • Asher (1972)
  • Asher, Kusudo, & de la Torre (1974)
Field Testing was also conducted (Asher, 1972)
  • Participants were adults
  • Learning German using TPR
  • Most linguistic forms could be incorporated into the commands
Field Testing #2 (Asher, Kusudo, & de la Torre (1974)
  • Participants were undergraduate students
  • Learning Spanish using TPR
  • The experimental group showed significantly higher listening comprehension skills.
Overall, the studies and field tests demonstrated better results than the audiolingual method. 

]]> 2023-04-22 13:10:21 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564210360 Implementing TPR jpearson97 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564212533 Here are some activities from the text (pgs. 218-219) too:
  • The Pointing Game - ask students to point to pictures (point to something blue)
  • Identifying Emotions - have students select picture of person displaying an emotion (someone who is crying)
  • Dress the Doll - have students place an item of clothing on a paper doll (striped shirt) from cutouts
  • Manipulating Rods - as discussed in Silent Way above
  • Bouncing the Ball - bounce the ball to another student who is...
  • Working with Shapes - the teacher can incorporate commands such as  go to the circle and color it blue
  • Following a Recipe - this is an activity used at later levels.
  • Information Gaps

]]> 2023-04-22 13:15:59 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564212533 Implementing TPR jpearson97 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564214940 The following is a link to a list of some typical commands to use. 

https://comprehensibleclassroom.com/2018/07/23/dip-your-toes-in-ci-get-moving-with-tpr/

  • Stand up [slowly, on a desk, five times]
  • Sit down [on the floor, quickly, in five seconds, by the door]
  • Walk [three steps, forward, with a friend]
  • Run [for 10 seconds, like a turtle, romantically]
  • Look at [a friend, the ceiling, the color red]
  • Point [to the teacher, to your foot, to something orange]
  • Jump [like a frog, backward, to the board]
  • Touch [your nose, a book]
  • Grab [your ear, a pencil]
  • Give [a high five, a pencil, a smile]
  • Lift [your finger, a book, the desk]
  • Open [your hands, your eyes, your arms]
  • Close [your fist, your mouth, your eyes]
  • Turn [to a partner, to the left, to the right, around]
  • Laugh [like Michael Jackson, like a baby, nervously]
  • Cry [quietly, dramatically, with a friend]
  • Leave [through the door, the group, with a friend]
  • Form [a group of 5, the letter A, a chain of 4]
  • Say [your name, hello, pleased to meet you]
  • Wait!
  • Listen!
  • Don’t move!
  • Freeze/Stop!

Give commands in a fun, playful way, "in an easy, nondemanding manner. "

The teacher should give simple compliments, like "good," and smile a lot. Gradually physical gestures by the teacher are faded. TPR is continued until students have a large repertoire of commands they can comprehend. 


]]> 2023-04-22 13:22:57 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564214940 Limitations of TPR jpearson97 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564219983 1) TPR is mostly used for beginners.  
2) It is harder to use abstract concepts. 
3) Lack of intrinsic sequencing
There are ways to address limitations, such as using variations.

Variations Include: 
Total Physical Response Storytelling (TPRS)
The Audio-Motor Unit - a particular sequence of commands
 ]]> 2023-04-22 13:37:13 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564219983 The Audio-Motor Unit jpearson97 https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564228652 Kalivoda, Morain, and Elkins (1971) developed an alternative way to combine commands. Here is a summary of their work.
"The audio-motor unit, a ten-minute lesson involving the interplay of visual, auditory, and motor skills, shows promise as an effective device for the teaching of listening comprehension. Each lesson, composed of a series of oral commands, elicits physical responses which demonstrate student comprehension of meaning. One hundred eighty students and their teachers who used this multisensory strategy acknowledged its positive impact upon development of aural skill. They also saw inherent in the motor activity a number of psychological factors which stimulate learning, and a vivid expression of cultural elements."]]> 2023-04-22 13:58:21 UTC https://padlet.com/tsalgado16/kgsqxw18jdal0mdv/wish/2564228652