cgutierrez_m@costarricense.cr
PRINCIPLE OF LANGUAGE TEACHING 1
The content and methodology of the teaching should be consistent with the objectives of the course and should meet the needs and wants of the learners.
MATERIAL DEVELOPMENT
· Take into account authentic material not designed for language teaching purposes.
· Create material to be used as a resource and not as a script or recipe.
PRINCIPLE OF LANGUAGE TEACHING 2
The teaching should be designed to help learners to achieve language development and not just language acquisition: Teachers should aim to help their learners to develop the ability to use language fluently, accurately, appropriately, and effectively in numerous genres and for numerous purposes. It prepares the learners for the reality of language use, but can also positively affect their self esteem and help them to develop communicative competence, cognitive academic language proficiency and functional literacy.
MATERIAL DEVELOPMENT
· Create materials that involve and encourage the use of high level skills as imaging, using inner speech, making connections, predicting, interpreting, evaluating and applying.
· Material should provide opportunities to use the target language to achieve intended outcomes in a range of genres and text types for a range of objectives.
· The materials should help the teacher to assess the learners and to give constructive feedback in relation to achievement of intended outcomes.
HIGH LEVEL SKILLS
· Imaging
· Using inner speech
· Making connections
· Predicting
· Interpreting
· Evaluating
· Applying
WAYS TO POSITIVELY AFFECT STUDENTS’ SELF ESTEEM
· Use of materials designed to fulfill students’ likes, interests and needs: Most educational programs present objectives and contents need to be adapted to individual students’ situations because they lack of reality in the sense that they are designed for students belonging to a particular context.
· Use of Technology in the Classrooms: When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress .
http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
· Use of Cooperative Learning in the Classroom: As stated by David W. Johnson, Roger T. Johnson, Edythe Johnson Holubec ( 1991), students must have:
1-Positive Interdependence: Students perceive that they need each other in order to complete the group's task ("sink or swim together"). Teachers may structure positive interdependence by establishing mutual goals (learn and make sure all other group members learn), joint rewards (if all group members achieve above the criteria, each will receive bonus points), shared resources (one paper for each group or each member receives part of the required information), and assigned roles (summarizer, encourager of participation, elaborator).
2-Face-to-Face Promotive Interaction: Students promote each other's learning by helping, sharing, and encouraging efforts to learn. Students explain, discuss, and teach what they know to classmates. Teachers structure the groups so that students sit knee-to-knee and talk through each aspect of the assignment.
3-Individual Accountability: Each student's performance is frequently assessed and the results are given to the group and the individual. Teachers may structure individual accountability by giving an individual test to each student or randomly selecting one group member to give the answer.
4-Interpersonal And Small Group Skills: Groups cannot function effectively if students do not have and use the needed social skills. Teachers teach these skills as purposefully and precisely as academic skills. Collaborative skills include leadership, decision-making, trust-building, communication, and conflict-management skills.
5-Group Processing: Groups need specific time to discuss how well they are achieving their goals and maintaining effective working relationships among members. Teachers structure group processing by assigning such tasks as (a) list at least three member actions that helped the group be successful and (b) list one action that could be added to make the group even more successful tomorrow. Teachers also monitor the groups and give feedback on how well the groups are working together to the groups and the class as a whole.
· Use of Communicative language teaching in the classroom: The communicative language teaching is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. Some classroom activities suggested are: Example Activities, Role Play, Interviews, Information Gap, Games, Language Exchanges, Surveys and Pair Work.
· Make use of Dynamic activities for Increasing Self-Esteem in Teenagers: Some activities include Quizes, Interviews, Stories, Brochures and Using Talents.
http://www.ehow.com/list_7196836_activities-increasing-self_esteem-teenagers.html
COGNITIVE ACADEMIC LANGUAGE PROFICIENCY
CALP refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas. This usually takes from five to seven years. Recent research (Thomas & Collier, 1995) has shown that if a child has no prior schooling or has no support in native language development, it may take seven to ten years for ELLs to catch up to their peers.
Academic language acquisition isn't just the understanding of content area vocabulary. It includes skills such as comparing, classifying, synthesizing, evaluating, and inferring. Academic language tasks are context reduced. Information is read from a textbook or presented by the teacher. As a student gets older the context of academic tasks becomes more and more reduced.
The language also becomes more cognitively demanding. New ideas, concepts and language are presented to the students at the same time.
Jim Cummins also advances the theory that there is a common underlying proficiency (CUP) between two languages. Skills, ideas and concepts students learn in their first language will be transferred to the second language.
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