https://padlet.com/paul_bryant/zeuegvaftf13 Made with whimsy en-us 2018-11-20 23:09:26 UTC 2018-11-21 03:34:16 UTC hello@padlet.com paul_bryant https://padlet.com/paul_bryant/zeuegvaftf13/wish/306558811 -ELLs learn to talk long before they can read and write. 
-At all stages of the language acquisition process, receptive competence is more developed than productive competence. 
-Even after 2 or 3 years of immersion in an English language school, ELLs can find the learning environment very challenging. 
-ELLs acquire everyday language skills within a year or two, but becoming proficient in academic English can take up to 5 years. 
-ELLs must be immersed in an academic language environment in order to learn academic English. ]]> 2018-11-20 23:10:41 UTC https://padlet.com/paul_bryant/zeuegvaftf13/wish/306558811 paul_bryant https://padlet.com/paul_bryant/zeuegvaftf13/wish/306560127 - “ELLs learn English primarily by listening to language in use around them, while using context to figure out what the spoken words mean. This language serves as the input or data that learners internalize and use to express their own meanings in their interactions with others.” (Thomas & Collier, 2002)
-ELLs may be fluent in everyday English, but require more support with academic English. 
 =“A second language is acquired most effectively when it is used to achieve meaningful purposes, such as learning to play baseball, solving a mathematics word problem, creating a dramatic retelling of a story, planning a class outing, and working on a group project.” (Coelho, 2007 [2004], p. 173) ]]> 2018-11-20 23:21:48 UTC https://padlet.com/paul_bryant/zeuegvaftf13/wish/306560127 paul_bryant https://padlet.com/paul_bryant/zeuegvaftf13/wish/306560456 -Permit and encourage use of the first-language. 
-Utilize cooperative learning through mixed ability groups in order to actively encourage listening and speaking. 
-Develop cooperative conversational strategies by using a co-constructed word/phrase bank for students to draw upon. 
-Be mindful of your own speech in terms of modeling and ensuring student comprehension. 
-Scaffold learning 
-Provide indirect feedback by modeling the correct form for students. ]]> 2018-11-20 23:24:43 UTC https://padlet.com/paul_bryant/zeuegvaftf13/wish/306560456 paul_bryant https://padlet.com/paul_bryant/zeuegvaftf13/wish/306569658 http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ELL_Voices09.pdf]]> 2018-11-21 00:31:20 UTC https://padlet.com/paul_bryant/zeuegvaftf13/wish/306569658 paul_bryant https://padlet.com/paul_bryant/zeuegvaftf13/wish/306570298 -Am I monitoring my own language use? 
-Am I finding opportunities for purposeful language use? 
-Am I providing appropriate aids to support listening and speaking? 
-When assigning groups, am I taking the time to make strategic seating choices? 
-Am I ensuring that my classroom is one that will encourage students to speak? Is it inclusive? Is it culturally responsive? ]]> 2018-11-21 00:35:41 UTC https://padlet.com/paul_bryant/zeuegvaftf13/wish/306570298 paul_bryant https://padlet.com/paul_bryant/zeuegvaftf13/wish/306572334 -What are some examples of authentic assessment tools in order to evaluate listening and speaking in an ESL classroom? What kind of exemplars could we use?  ]]> 2018-11-21 00:49:59 UTC https://padlet.com/paul_bryant/zeuegvaftf13/wish/306572334