Flint Community Schools Alternative Program for LEP Students

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Flint Community Schools Alternative Program
for LEP Students
English as a Second Language (ESL) Workshop Series
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Year 2 Workshop 2Oral Language Development

• John P. Lesko and Kerry Segel
• Saginaw Valley State University

jplesko_at_svsu.edu ksegel_at_svsu.edu
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Workshop Series Preview
ESL in Flint Community Schools From Standards to
Students
Year 1 Contexts for ESL Learning Year 2 Basic
ESL Methodology Year 3 Advanced ESL
Methodology, Materials, Assessment
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Year 2 Basic ESL Methodology

• Workshop 1 Second Language Acquisition
• Workshop 2 Oral Language Development
• Workshop 3 Reading
• Workshop 4 Writing

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Todays Workshop

• Exploring oral language development.
• Listening
• Speaking
• Oral language and educational standards
• Continuing features technology and web
  resources, mini-language lessons, teacher
  shareware, suggestion box, your involvement ! !
  !

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Todays Workshop Schedule
Morning Sessions Session 1 Introduction to
Oral Language Session 2 Listening Lunch ! ! !
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Afternoon Sessions

• Session 3 Speaking
• Session 4 Oral Language and Educational
  Standards

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General Session 1

• Introduction to Oral Language

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What are the components of oral language?

• Listening and speaking formal and informal
• Social academic socially appropriate

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What are some important differences between first
and second language learners?
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Important Differences

• Level of social comfort and social
  appropriateness in language
• Range of oral abilities among students of
  normal academic ability
• Commonness of pre-speech emergence in 2LL
• Support of first language
• Distinguishing between normal language
  development and language disability
• Social language as a measure of academic language
  competence

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What makes oral language difficult for the 2LL?

• Finding the meaningful units of speech speech
  clusters
• Rate of delivery
• Stress, rhythm, intonation
• Reduced forms
• Idiomatic usage
• Interactive and immediate response
• Native speaker fluency and pronunciation as model
• Social risk-taking required

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Why is oral language development for the 2LL
important to all school personnel?

• Lack of emphasis in schools
• Key to social and academic success
• 2LL success in oral language a requirement for
  school systems

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The Magic 7 Guiding Principles

• Low-anxiety environment
• Comprehensible Input
• Communication Focus
• Contextualized language
• Error Acceptance
• Respect for language stages
• Teacher is facilitator and co-learner
• (Cary p. 46)

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Meeting the criteria for success

• 1) Teach oral skills as part of all content
  courses
• 2) Be able to evaluate independently in multiple
  ways
• 3) Involve all stakeholders
• 4) Follow the standards and benchmarks

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Language Acquisition Stages

• Stage 1 Pre-Production
• Stage 2 Early Production
• Stage 3 Speech Emergence
• Stage 4 Intermediate Fluency
• Stage 5 Native Level Fluency/Proficiency
• (Cary p. 54)

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General Session 2

• Listening

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Basic principles of successful listening

• 1) Intrinsically-motivating activities
• 2) Use authentic language and context
• 3) Teach listening strategies
• 4) Practice general and specific listening gist
  to details
• 5) Use a variety of ways to assess listening
  informal and formal instruments
• 6) Treat each student as an individual

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Video of a focused listening activity

• Observations
• Implementation of Magic 7 ?

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Activity 1 Schemata

• Have you ever been in a conversation in English
  in which you lacked the appropriate background
  knowledge to completely comprehend what you were
  listening to? Describe your experience to a
  partner. What was the content? What background
  knowledge did you lack? Why did this lack of
  knowledge make it difficult for you to fully
  comprehend the content?

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Activity 2 Types of Listening Activities

• What kinds of listening activities have you
  experienced either as a teacher or as a student?
  List and discuss in small groups those activities
  which might work well in the EFL/ESL classroom.

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Activity 3 Selecting Authentic Materials

• In small groups, brainstorm for ways to select
  authentic materials for listening activities.
  How authentic must materials be for them to be
  of value to students?

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General Session 3

• Speaking

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Realistic Goals of Pronunciation Instruction

• Goal 1 Functional Intelligibility
• Goal 2 Functional Communicability
• Goal 3 Increased Self-Confidence
• Goal 4 Speech Monitoring Abilities and Speech
  Modification Strategies
• (Butler-Pascoe and Wiburg)

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A Model of Oral Interaction
Service Social job interview dinner
party booking dinner coffee break reservations sta
nding in line enrolling in Internet
chatting school
Expository Evaluative description explanation inst
ruction justification comparison prediction deci
sion
Negotiation of Meaning Management of
Interaction (after Butler-Pascoe and Wiburg, p.
99)
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Conversations with Beginners

• Question-Type Example
• Yes-No Is Piroskas sweater blue?
• Either-Or Did you get up early or late?
• Identity Which sport do Nigerians like to
  play most?
• (extracted from Gebhard)

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Post-Beginner Strategies to Improve
Pronunciation

• Strong, vigorous practice
• Self-monitored practice
• Slow-motion/ Half-Speed practice
• Loop Practice (Broken Record)
• Whisper Practice
• Mirror/Video Practice
• (Gebhard)

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Technology-Enhanced Speech Instruction

• Articulatory Charts
• Sample words
• Minimal Pairs/Comparison Words
• Listening discrimination w/in sentence
• Sample sentences
• Dictations (and recording)
• Cloze exercises
• Supra-segmental exercises (intonation, rhythm,
  stress, timing)
• (Butler-Pascoe and Wiburg, pp. 103-104)

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Pronunciation Power

• Speech analysis
• Video front view
• Vocal cross-section (frame by frame)
• Explanations
• Minimal Pairs
• (http//www.englishlearning.com)

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Activity 1 Babble

• Find a partner
• Choose one of the suggested topics
• Speak to your partner for 30 seconds without
  stopping.
• Switch rolesother partner speaks now on his/her
  topic.
• (Morley, Prouser-Imber, Weisbaum, MITESOL 2003)

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Activity 2 Jazz Chants

• Preview
• Listen
• Follow Along (group/individual)

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Activity 3 Integrated Video Techniques

• (combined beginning only/silent viewing)
• What is happening?
• Who is the boy?
• What did he find?
• Where did he find it?
• Where is he going?
• Why did the bus leave him behind?
• What will happen next?

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Summing Up Keys to Teaching Conversation

• 1) Create safe zones
• 2) Give rewards for risk-taking
• 3) Provide a variety of opportunities with
  different persons
• 4) Help the students become good listeners
• 5) Teach the various aspects of conversation
  opening, turn-taking, closing
• 6) Teach formal speaking speaking in different
  registers
• 7) Teach speaking strategies (language repair,
  maintaining fluency, conversational fillers and
  small talk, asking for clarification,
  paraphrasing, formulaic expressions, gestures)

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General Session 4

• Oral Language Standards and Assessment

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TESOL Goals

• No Child Left Behind and 2LL assessment
• State and local assessment
• Multiple assessments
• Standard and Standardized measures
• Progress by grade-level, not cohort

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Michigan draft English Language Proficiency
Standards

• Four domains
• Proficiency levels and
• Listening standards proficiency levels and grade
  levels
• Speaking standards proficiency levels and grade
  levels
• Relation to English Language Arts

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Works Cited

• Butler-Pascoe, Wiburg. Technology and Teaching
  English Language Learners. Boston Allyn and
  Bacon, 2003.
• Gebhard, J.G. Teaching English as a Foreign or
  Second Language. Ann Arbor U of M Press, 1999.