It is fascinating how culture effects everything that people do and especially the way they perceive things. Reading in a different language then one’s native language is very difficult, especially if one does not know the background or have the cultural knowledge required to understand the text properly. A good example of this includes social studies in U.S. schools. Social studies is one of the most difficult subjects to teach ELLs (English Language Learners) because of all the background and cultural knowledge that one must already know to even understand basic historical concepts. The English literature is also full of passages that require one to understand the culture before they can even begin to make sense of the passage. Through this multi-genre project the cultural problems and difficulties that nonnative speakers of English have when confronted with English texts will be shown and some strategies that ELLs can use to navigate through culturally embedded texts will be introduced through the means of various genres.
It was long thought that reading in a second language was simply a slower version of reading in the first language, but recently many more factors that include the culture, language and educational backgrounds of the readers have been shown to influence the second language reading process (Singhai, 1998). Specifically, cultural knowledge appears to play one of the largest roles in reading comprehension and the entire second language literacy process (Singhai, 1998; Pritchard, 1990; Bell, 1995; Steffensen, Dev, and Anderson, 1979; Johnson, 1981).
The ESL (English as a Second Language) teacher should strive to learn as much about their students' language and cultural background, as well as trying to find as much information as possible pertaining to their students' views of literacy in their first language (Singhai, 1998). Reading strategies taught to the students in the classroom and used by the teacher in order to help ELLs comprehend reading are essential in any ESL classroom. The ESL teacher should also understand the emotional state of their students as the students struggle to learn to read and write in their second language and how their students' cultural views about literacy may affect the second language learning process (Bell, 1995).
There are many strategies that ELLs can use in order to overcome or assist themselves in the second language reading process and all ESL teachers should be aware of these strategies in order to assist their students in reading texts that may be difficult due to culturally specific language.
Singhai (1998, p.6)) outlines several strategies that second language readers can use to assist themselves in overcoming there own lack of cultural knowledge. The strategies suggested include:
- Overview the text
- Look for context clues, such as titles, subheadings and diagrams
- Attempt to relate important points in the text to one another (important points might include highlighted words, titles or subheadings)
- Try to use prior knowledge to interpret the text (prior knowledge would include things talked about in class or movies)
- Attempt to discover the meaning of words, first by context and then by dictionary
- List the main ideas of the text on a piece of paper
- Rent or barrow a movie that is related to the text
The genre related to Singhai's reading strategies is a letter from an ESL teacher to a parent of a student who is having difficulty with the reading process. In the letter the teacher outlines the different strategies that can be used by the student and encourages the parent to assist the student in developing these reading strategies. The strategies are very practical and most ELLs would be able to use the strategies with some assistance. Involving the parent in the learning process seemed to be an appropriate way of expressing this genre.
In a study done by Pritchard (1990) it was found that readers engaged in culturally unfamiliar texts used a variety of strategies. These strategies included developing awareness, accepting ambiguity and establishing intrasentential ties. Developing awareness is simply the reader being aware of their reading progress and aware of the problems that they may be having while comprehending the text. Accepting ambiguity is an extension of developing awareness where the reader notes that there is no comprehension of a particular portion of the text and continues to read with the notion that comprehension may come later on in relation to a part of the text that has not been read. The last strategy according to Pritchard (1990) is establishing intrasentential ties. There are two processes involved in establishing intrasentential ties. The first is when the reader tries to develop an understanding of a sentence they are reading without using background knowledge or relating it to any other part of the text. The second is when the reader tries to make connections between a sentence and the other portions of the passage being read. The ESL teacher should be aware of the second language reading tendencies studied by Pritchard and assist their students in developing their own mental reading processes. The genre related to this research is a reading strategies graph that clearly shows the reading strategies employed by American students when reading both culturally familiar and unfamiliar texts. Pritchard's study does not emphasize any particular strategy that should be used by second language readers. The goal of Pritchard's study is to inform people about the different strategies employed. A bar graph illustrating the research seems to be an applicable genre, making the findings a little easier to understand.
Spack (1993) outlines a teaching method that can assist ELLs in both their reading and writing simaltaniously. Spack's method includes first drawing from the ELLs' personal experience related to the text by asking questions and having the students write in a journal about the subject to be addressed in the reading. The students are then to annotate the text, write an entry in a reading journal, summarize the reading, discuss the reading, analyze the writing assignment and then finally draft the writing assignment. This information is very helpful to the ESL teacher who seeks to help build a base of background knowledge for material that might be culturally difficult to understand. The genre related to this teaching strategy is a lesson plan using Spack's specific method and building the students' background knowledge pertaining to the text. The genre also includes a cause and effect essay diagram that is needed to help the student brainstrom and scaffold the writing assignment. Teacher's need to be aware of the different things that they can do within the classroom to help build a student's cultural base when reading materials. The lesson plan is one of the most applicable genres available to the teacher in order to assist the student in any subject. Also included is another lesson plan genre that follows the CBI (Content Based Instruction) model. This lesson plan genre simply builds the student's knowledge about the Great Depression from nothing, giving the student a cultural and contextual base to read the textbook. Freeman and Freeman (1988) believe that this type of instruction is very beneficial to ELLs because it instructs both content and language at the same time.
The emotional state of students coming to the United States to study in a high school or university cannot be emphasized enough. This emotional state has a deep effect on all aspects of second language acquisition and certainly on second language literacy (Brown, 2000; Bell, 1995). Bell (1995) discusses her emotional well-being while trying to learn to read and write in Chinese. Bell's preconceived ideas about literacy pertaining to her first language were found to be irrelevant when studying Chinese, therefore causing her feelings to be affected deeply by her lack of progress. All ESL teachers need to be aware of their student's emotional states in regards to every aspect of second language learning. The genres that reflect these findings include a song written to reflect the feelings of a Spanish speaking student to his teacher and his own feelings of inadequicy and a diary entry by an Arabic speaking student and her feelings about the whole literacy process. Including the song and the diary entry makes the multi-genre project more personal. Both styles of genre are very personal in nature and often times include a deep sense of feeling and emotion regardless of the subject matter. The usage of these genres are very appropriate for this context and convey the meaning well.
A lot of different sources were used in both the construction of the different genres and in the overall thought process of putting together a multi-genre project. Some of the sources could have probably been integrated better into different genres and the genres themselves possibly could have conveyed more meaning, but the essential meaning was clearly expressed through the genres. The vast importance of understanding the fact that student's who come from different cultural backgrounds cannot comprehend texts written in English to their fullest was expressed through the genres and the feelings that students have when learning to read and write in a second language was also shown. These genres are very important in helping the ESL teacher understand their students and how to assist them with learning to read culturally different texts in the second language.
In conclusion, the multi-genre project is a great way for students to express themselves in any content area. The project also requires students to think on many different levels and interact with their topic in a number of different ways in order to express their topic's meaning through different genres. The project allows the student to easily present the topic of study to a group or a class without extended work of creating an outline or a handout, because the topic is already presented in a condensed form that can be fun and understandable. The multi-genre project also can be done in small group work, where as a research paper of the same magnitude would be very difficult to collaborate on and construct in a small group. All classes, regardless of the subject matter, should seriously consider implementing some type of multi-genre project in their classes to not only build the students' knowledge of the subject, but to also help the students develop their creative skills.
(References to be added later)
Thursday, November 29, 2007
Monday, November 26, 2007
Genre number 6 - cause/effect essay diagram
Cause and Effect Essay Diagram
Topic:______________________________________________
Causes and Effects
Thesis statement:_____________________________________
____________________________________________________
The students should write the topic in the center of the diagram and then list the causes on the left and the effects on the right of the center circle.
Topic:______________________________________________
Causes and Effects
Thesis statement:_____________________________________
____________________________________________________
The students should write the topic in the center of the diagram and then list the causes on the left and the effects on the right of the center circle.
Genre number 6 - a literacy based lesson plan
Students: High-intermediate ELLs in a college setting
Objective: The students will be able to interact with “The End of Something” (by E. Hemingway) text both in writing and orally and then write their own Cause/Effect Essay on broken relationships.
Pre-Essay writing tasks
Vocabulary: lumbering town, mill, schooners, hoisted, revolving, circular saw, hull-deep, canvas, bunk houses, sawdust, limestone, rowed, trolling, channel-bank, night lines, trout, ruin, striking, oar, bait, minnows, perch, skinned, ventral fin, leader, overboard, slab, driftwood, ran taut, click on the reel, glinted on, gone to hell, clearing and scene (Note: I probably wouldn’t explicitly teach all of these vocabulary words, but this is a list of words that could possibly be unfamiliar to the students).
Warm-up/pre-reading questions: Have you ever been in a relationship? What types of things did you enjoy doing with your girlfriend/boyfriend or husband/wife? Have you ever had to breakup with someone? How did you breakup with them?
Pre-reading/writing from personal experience: The students should write about a previous relationship where they had to breakup with someone or someone broke-up with them or something they enjoy doing now and would enjoy doing even more with someone else or write about something they enjoy doing with their girlfriend/boyfriend or spouse. The teacher should make these options clear to the students by writing the options on the board. The students should only write about a paragraph or two.
Reading: The students should read the story called, “The End of Something” by E. Hemingway and annotate the text. The teacher can demonstrate different styles of note taking while reading if needed.
Post-reading/writing: The students should write at least one paragraph about the text - this can include anything from their personal feelings to difficulties in reading.
Summary: The students should summarize the text in only a few sentences or a paragraph.
Discussion: The teacher should facilitate a student discussion regarding the text. Discussion questions might include: What are the different scenes in the text? Do they relate in anyway to the relationship? Do both Nick and Marjorie enjoy fishing? What do you imagine Nick and Marjorie to look like? Why was Nick in a bad mood? Why did Nick breakup with Marjorie? Did Marjorie expect Nick to breakup with her? Why or why not? Do you feel sorry for Marjorie or Nick? etc... The questions could certainly go on and on depending on the students’ responses. These are just a few that can be used to facilitate discussion.
Essay Writing Task - Cause/Effect Essay
Brainstorming outline: Split the students up into groups of two and have them brainstorm using the Cause and Effect Essay Diagram. The topic should be “Broken Relationships.”
Peer review of the outline: The students should be split up into different groups of two to review each other’s outlines and offer feedback. The teacher may provide a peer review worksheet.
Essay writing: The thesis statement should contain at least three causes OR three effects of a broken relationship and these should then be used as the topics for each body paragraph. The teacher may provide a body paragraph outline as well.
Peer review of essay: The students should be split up into different groups of two in order to review each other’s essay. The teacher may provide a peer review worksheet.
Language/terms: These are some of the terms that may be associated with a cause and effect essay. For an essay focused on causes - because, causes, caused by, the reason, since and therefore are all very common terms and for an essay focused on effects - as a consequence of, as a result (of), consequently, then and resulting in are all very common terms.
Objective: The students will be able to interact with “The End of Something” (by E. Hemingway) text both in writing and orally and then write their own Cause/Effect Essay on broken relationships.
Pre-Essay writing tasks
Vocabulary: lumbering town, mill, schooners, hoisted, revolving, circular saw, hull-deep, canvas, bunk houses, sawdust, limestone, rowed, trolling, channel-bank, night lines, trout, ruin, striking, oar, bait, minnows, perch, skinned, ventral fin, leader, overboard, slab, driftwood, ran taut, click on the reel, glinted on, gone to hell, clearing and scene (Note: I probably wouldn’t explicitly teach all of these vocabulary words, but this is a list of words that could possibly be unfamiliar to the students).
Warm-up/pre-reading questions: Have you ever been in a relationship? What types of things did you enjoy doing with your girlfriend/boyfriend or husband/wife? Have you ever had to breakup with someone? How did you breakup with them?
Pre-reading/writing from personal experience: The students should write about a previous relationship where they had to breakup with someone or someone broke-up with them or something they enjoy doing now and would enjoy doing even more with someone else or write about something they enjoy doing with their girlfriend/boyfriend or spouse. The teacher should make these options clear to the students by writing the options on the board. The students should only write about a paragraph or two.
Reading: The students should read the story called, “The End of Something” by E. Hemingway and annotate the text. The teacher can demonstrate different styles of note taking while reading if needed.
Post-reading/writing: The students should write at least one paragraph about the text - this can include anything from their personal feelings to difficulties in reading.
Summary: The students should summarize the text in only a few sentences or a paragraph.
Discussion: The teacher should facilitate a student discussion regarding the text. Discussion questions might include: What are the different scenes in the text? Do they relate in anyway to the relationship? Do both Nick and Marjorie enjoy fishing? What do you imagine Nick and Marjorie to look like? Why was Nick in a bad mood? Why did Nick breakup with Marjorie? Did Marjorie expect Nick to breakup with her? Why or why not? Do you feel sorry for Marjorie or Nick? etc... The questions could certainly go on and on depending on the students’ responses. These are just a few that can be used to facilitate discussion.
Essay Writing Task - Cause/Effect Essay
Brainstorming outline: Split the students up into groups of two and have them brainstorm using the Cause and Effect Essay Diagram. The topic should be “Broken Relationships.”
Peer review of the outline: The students should be split up into different groups of two to review each other’s outlines and offer feedback. The teacher may provide a peer review worksheet.
Essay writing: The thesis statement should contain at least three causes OR three effects of a broken relationship and these should then be used as the topics for each body paragraph. The teacher may provide a body paragraph outline as well.
Peer review of essay: The students should be split up into different groups of two in order to review each other’s essay. The teacher may provide a peer review worksheet.
Language/terms: These are some of the terms that may be associated with a cause and effect essay. For an essay focused on causes - because, causes, caused by, the reason, since and therefore are all very common terms and for an essay focused on effects - as a consequence of, as a result (of), consequently, then and resulting in are all very common terms.
Genre number 6
A literacy based lesson plan
Potential voice: teacher
Potential audience: student
Rational: This will be a literacy based lesson plan developed to aid students in reading and writing. The lesson plan was developed using Spack's (1993) reading and writing cycles. The lesson plan begins by having students draw from personal experience and then write their way into reading. I think this is a wonderful reading/writing teaching style because it first tries to link the reading to the students' own backgrounds and experiences before they even try to read the given text or compose something related.
This type of lesson plan can be integrated into any writing curriculum and really can help students from all different cultures with their reading and writing.
Reference:
Spack, R. (1993). Student meets text, text meets student: Finding a way into academic discourse. In J. Carson and I. Leki (Eds.). Reading in teh composition classroom: Second language perspectives. (pp. 183-196). Boston: Heinle and Heinle.
Potential voice: teacher
Potential audience: student
Rational: This will be a literacy based lesson plan developed to aid students in reading and writing. The lesson plan was developed using Spack's (1993) reading and writing cycles. The lesson plan begins by having students draw from personal experience and then write their way into reading. I think this is a wonderful reading/writing teaching style because it first tries to link the reading to the students' own backgrounds and experiences before they even try to read the given text or compose something related.
This type of lesson plan can be integrated into any writing curriculum and really can help students from all different cultures with their reading and writing.
Reference:
Spack, R. (1993). Student meets text, text meets student: Finding a way into academic discourse. In J. Carson and I. Leki (Eds.). Reading in teh composition classroom: Second language perspectives. (pp. 183-196). Boston: Heinle and Heinle.
Sunday, November 25, 2007
Genre number 5 - a diary entry
Dear Diary,
It's another difficult day in the United States. I miss my home, but at least I feel safer here. School here in the United States is a lot of fun, but I'm really having problems reading and writing. I often feel like other people are judging me and that I need to do better. It's sooooo hard though, English is so much different than Arabic. The letters are really different and the whole writing style just makes me mad.
The teachers here ask me to write the letters several times so that they look just right, but I hate writing letters in English - can't they read them the way they are? Why do I have to write them again and again?
The teachers are nice though, but I often feel like they are giving me too much praise for my poor school work. In my culture teachers are harder on the students and this makes me work harder and understand what I need to work on. Here in the United States the teachers tell me I'm doing a good job and then I get my paper back and it's all covered in red because of all the mistakes I've made. I'm starting to resent the corrections that the teachers are giving me and I feel like a failure. I just don't know what to do to improve my English writing skills.
I think I just need to change my learning style. I cannot use the same strategies that I used when I learned my first language. I must develop new ways to learn English effectively. I think I also most learn to adapt to American culture better. I know that my teachers mean well and just want to help me, I shouldn't resent them and their corrections.
Tomorrow I will start to try and look at English from a cultural perspective and value what the Americans value. Perhaps my English will improve and my attitude will change, I'm just tired of being judged and feeling like a failure.
Talk to you tomorrow!
This diary entry was adapted from the study done by:
Sinclair, J.B. (1995). The relationship between L1 and L2 literacy: Some complicated factors. TESOL Quarterly, 29, 687-704. Retrieved September 18, 2007, from JSTOR database.
It's another difficult day in the United States. I miss my home, but at least I feel safer here. School here in the United States is a lot of fun, but I'm really having problems reading and writing. I often feel like other people are judging me and that I need to do better. It's sooooo hard though, English is so much different than Arabic. The letters are really different and the whole writing style just makes me mad.
The teachers here ask me to write the letters several times so that they look just right, but I hate writing letters in English - can't they read them the way they are? Why do I have to write them again and again?
The teachers are nice though, but I often feel like they are giving me too much praise for my poor school work. In my culture teachers are harder on the students and this makes me work harder and understand what I need to work on. Here in the United States the teachers tell me I'm doing a good job and then I get my paper back and it's all covered in red because of all the mistakes I've made. I'm starting to resent the corrections that the teachers are giving me and I feel like a failure. I just don't know what to do to improve my English writing skills.
I think I just need to change my learning style. I cannot use the same strategies that I used when I learned my first language. I must develop new ways to learn English effectively. I think I also most learn to adapt to American culture better. I know that my teachers mean well and just want to help me, I shouldn't resent them and their corrections.
Tomorrow I will start to try and look at English from a cultural perspective and value what the Americans value. Perhaps my English will improve and my attitude will change, I'm just tired of being judged and feeling like a failure.
Talk to you tomorrow!
This diary entry was adapted from the study done by:
Sinclair, J.B. (1995). The relationship between L1 and L2 literacy: Some complicated factors. TESOL Quarterly, 29, 687-704. Retrieved September 18, 2007, from JSTOR database.
Genre number 5
A diary entry
Potential voice: immigrant student
Potential audience: none
Rational: This will be a diary entry by an immigrant student who is struggling to learn the language. The entry will be focused on the student's individual feelings and is adapted from Bell (1995).
Reference:
Bell, J.S. (1995). The relationship between L1 and L2 literacy: Some complicating factors. TESOL Quarterly, 29, p. 687-704. Retrieved September 18, 2007, from JSTOR database.
Potential voice: immigrant student
Potential audience: none
Rational: This will be a diary entry by an immigrant student who is struggling to learn the language. The entry will be focused on the student's individual feelings and is adapted from Bell (1995).
Reference:
Bell, J.S. (1995). The relationship between L1 and L2 literacy: Some complicating factors. TESOL Quarterly, 29, p. 687-704. Retrieved September 18, 2007, from JSTOR database.
Multi-genre project
Well... I don't feel so good about the project. I think I'm doing everything correctly based on the feedback others have given me and the examples that I've looked at, but there is this hint of doubt in my mind.
Regardless of, I have certainly learned a lot from this project so far and even though I have two more genres to finish, I know what I want to do for at least one of them.
Genre number 5 will be a diary entry produced by a student. The entry should reflect the student's feelings while trying to learn to write in a new language.
Genre number 6 I'm not quite sure about yet, but I'm sure it will be good. I'm actually thinking about doing another lesson plan that involves the actual reading and writing of a text.
We will see!
Regardless of, I have certainly learned a lot from this project so far and even though I have two more genres to finish, I know what I want to do for at least one of them.
Genre number 5 will be a diary entry produced by a student. The entry should reflect the student's feelings while trying to learn to write in a new language.
Genre number 6 I'm not quite sure about yet, but I'm sure it will be good. I'm actually thinking about doing another lesson plan that involves the actual reading and writing of a text.
We will see!
Genre number 4 - discussion
One can see that when readers are reading a text that is culturally unfamilar they tend to rely on strategies that include: developing awareness, accepting ambiguity or establishing inrasentential ties (2). It is believed by Pritchard (1990) that readers use these particular strategies because they may have "difficulty relating stimulus sentences to other portions of the text or to their own background knowledge" (p. 288).
It is our job as ESL teachers to assist our students in using as many reading strategies as possible, especially by helping the students establish a background knowledge of the material that they are reading.
It is our job as ESL teachers to assist our students in using as many reading strategies as possible, especially by helping the students establish a background knowledge of the material that they are reading.
Genre number 4 - explanation
The graph is divided into two sections: The darker posts that represent culturally familiar texts and the lighter posts that represent the culturally unfamiliar texts.
The Americans in this study were observed using five different types of strategies when reading both culturally familiar and unfamilar texts. The frequency of the employment of these strategies is illustrated in the graph.
The strategies with subcategories:
- Developing awareness
1. Refer to experimental task
2. State loss of concentration
3. State failure to understand
- Accepting ambiguity
1. Skip unknown words
2. Formulate a question
3. consider other inferences
4. Suspend judgement
- Establishing inrasentential ties 1
1. Read ahead
2. Relate to previous text
3. Extrapolate from text
4. Verify an inference
- Using background knowledge
1. Use knowledge of format
2. Refer to previous passage
3. Respond affectively
4. Visualize
5. Relate to experience
6. Speculate beyond text
- Esstablishing intersentential ties
1. Gather information
2. Reread
3. Paraphrase
4. Use context clues
5. React to author's style
For the purpose of this graph I have not broken up the main headings into the subheadings listed above. Just understand that each main heading includes all the strategies listed above.
This graph was adapted from:
Pritchard, R. (1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25, 273-295. Retreived September 17, 2007, from JSTOR database.
The Americans in this study were observed using five different types of strategies when reading both culturally familiar and unfamilar texts. The frequency of the employment of these strategies is illustrated in the graph.
The strategies with subcategories:
- Developing awareness
1. Refer to experimental task
2. State loss of concentration
3. State failure to understand
- Accepting ambiguity
1. Skip unknown words
2. Formulate a question
3. consider other inferences
4. Suspend judgement
- Establishing inrasentential ties 1
1. Read ahead
2. Relate to previous text
3. Extrapolate from text
4. Verify an inference
- Using background knowledge
1. Use knowledge of format
2. Refer to previous passage
3. Respond affectively
4. Visualize
5. Relate to experience
6. Speculate beyond text
- Esstablishing intersentential ties
1. Gather information
2. Reread
3. Paraphrase
4. Use context clues
5. React to author's style
For the purpose of this graph I have not broken up the main headings into the subheadings listed above. Just understand that each main heading includes all the strategies listed above.
This graph was adapted from:
Pritchard, R. (1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25, 273-295. Retreived September 17, 2007, from JSTOR database.
Well....Genre number 4
I've tried and faled to produce my own graph for genre 4, so I'm going to use the research from Robert Pritchard to produce a graph for the project.
The graph will show the reading strategies employed by Americans when reading a culturally unfamilar text.
I hope that you all find it helpful.
The graph will show the reading strategies employed by Americans when reading a culturally unfamilar text.
I hope that you all find it helpful.
Friday, November 16, 2007
Teaching Post 11/13 - 11/15
This was an interesting week, but I feel it was a productive week. On Tuesday we finished our large group discussions about the topics and, again, I was glad to see so many students participating and asking questions. After that I just went over the general outline of what a research paper is and what it contains along with a basic strategy to immplement in writing the paper. I feel the class went well, but I hate it when I have to spend so much time lecturing. I feel that it is boring for the students and that it's too easy for the students to "tune me out." Anyway, I think I was able to address some of their concerns and make the research paper seem doable.
Thursday was another boring day :-( We worked in small groups to outline the papers based on the topic. The students were able to help each other build outlines, but a lot of the students still haven't done enough research to be able to build an accurate outline. I think next time I do this exercise I will require the students to have done some research as homework and then hopefully more would have the knowledge needed to construct a good outline of their paper. We then talked about APA citations and in text source citations. I had a couple of exercises planned and they went well, but I could see that I was losing the students - it was just a lot of lecturing and very boring. On Tuesday I will do some group work with citations and sources and we will see how that goes, I just want to make sure that the students understand the concept and how important it is to reference properly.
Thursday was another boring day :-( We worked in small groups to outline the papers based on the topic. The students were able to help each other build outlines, but a lot of the students still haven't done enough research to be able to build an accurate outline. I think next time I do this exercise I will require the students to have done some research as homework and then hopefully more would have the knowledge needed to construct a good outline of their paper. We then talked about APA citations and in text source citations. I had a couple of exercises planned and they went well, but I could see that I was losing the students - it was just a lot of lecturing and very boring. On Tuesday I will do some group work with citations and sources and we will see how that goes, I just want to make sure that the students understand the concept and how important it is to reference properly.
Teaching Post 11/6 - 11/8
Well, this week we didn't do a whole lot. On Tuesday we went to the library to participate in a short tour of the library's resources. The librarian who helped us was very kind and patient. She also explained the resources very well and gave a lot of students individual help in finding resources for their research papers. It was a very good and educational experience for all of us.
On Thursday we discussed research paper topics. I broke the students up into three different groups to discuss with each other their topics. The purpose of this was to not only get the students interested and talking, but to also help them narrow their topics or find their topics in some cases. After the small group discussions we formed a large group and everyone shared with the whole group their topic and the reason why they chose it. It was a very good time of sharing and a lot of the students asked questions and gave suggestions. I felt that the time was well spent and that it went better than I expected.
On Thursday we discussed research paper topics. I broke the students up into three different groups to discuss with each other their topics. The purpose of this was to not only get the students interested and talking, but to also help them narrow their topics or find their topics in some cases. After the small group discussions we formed a large group and everyone shared with the whole group their topic and the reason why they chose it. It was a very good time of sharing and a lot of the students asked questions and gave suggestions. I felt that the time was well spent and that it went better than I expected.
Sunday, October 28, 2007
Teaching Post 10/23 - 10/25
This week's teaching was solid :-)
Tuesday's lesson plan included finishing the movie and discussing some of the main aspects. The students also chose topics related to the movie to write their persuasive essay. The majority of the students will write something that will try to persuade the reader to watch the movie or not watch the movie (much like a real film review!). After the topics were chosen we started to fill in an introduction outline, but we didn't finish.
In Thursday's class we finished up the entire outline for the essay and I feel pretty good about it. We did some peer reviewing of the outline and I was able to give special attention to some of the students. I was very happy to have the opportunity to help these students, because I don't feel like I am able to give enough of this special attetion due to time constraints. I think we are all on the same track now and I hope I can include more time later to give these students an extra hand.
Well....on Tuesday I look forward to getting the final drafts of the Persuasive Essays and seeing how the students are doing. It's amazing how much my students have improved! I guess they learn regardless of who their teacher is :-) It really has been a lot of fun seeing the improvement of my students as compared to day 1 - it really motivates me and helps me to want to continue to work hard.
We will see what next week brings.
Tuesday's lesson plan included finishing the movie and discussing some of the main aspects. The students also chose topics related to the movie to write their persuasive essay. The majority of the students will write something that will try to persuade the reader to watch the movie or not watch the movie (much like a real film review!). After the topics were chosen we started to fill in an introduction outline, but we didn't finish.
In Thursday's class we finished up the entire outline for the essay and I feel pretty good about it. We did some peer reviewing of the outline and I was able to give special attention to some of the students. I was very happy to have the opportunity to help these students, because I don't feel like I am able to give enough of this special attetion due to time constraints. I think we are all on the same track now and I hope I can include more time later to give these students an extra hand.
Well....on Tuesday I look forward to getting the final drafts of the Persuasive Essays and seeing how the students are doing. It's amazing how much my students have improved! I guess they learn regardless of who their teacher is :-) It really has been a lot of fun seeing the improvement of my students as compared to day 1 - it really motivates me and helps me to want to continue to work hard.
We will see what next week brings.
Teaching Post 10/16 - 10/18
On Tuesday of this week I was observed by one of my superiors and by some educators from Thailand who wanted to see how incorporated group work into the classroom.
I'm very happy to say that my observation went very well and that I also received some very good suggestions on my teaching. My supervisor gave me some good ideas involving the students doing group work on the board during the beginning of the class. The class is a writing class and starts at 8am in the morning! Not a good time! Doing more group activities involving all the students right away in the morning might help the students wake up a little bit.
I was also given some good ideas involving time usage - I think I need to start assigning an amount of time to certain activities. Usually I just tell the students/groups what needs to be done and then I circulate through the classroom and make sure that everyone is on task. Some groups finish very quickly, while others can easily work for the majority of the class period. If I only gave the students a fixed amount of time I think they might work a little more effeciently.
We did do a lot of group work in Tuesday's class, so I'm glad the Thai teachers chose that day to come. They were really able to see the students working together and presenting their discoveries.
On Thursday we decided to try something new. I'm using film to introduce a persuasive essay, so we watched part of the movie, "What about Bob?" starring Bill Murrey. We discussed portions of the film while we watched it and discussed different topics in the movie that we could use in the essay. It was a fun class and I'm glad we had the opportunity to change things up a little bit.
Well, it was a good week and I feel very encouraged by it.
I'm very happy to say that my observation went very well and that I also received some very good suggestions on my teaching. My supervisor gave me some good ideas involving the students doing group work on the board during the beginning of the class. The class is a writing class and starts at 8am in the morning! Not a good time! Doing more group activities involving all the students right away in the morning might help the students wake up a little bit.
I was also given some good ideas involving time usage - I think I need to start assigning an amount of time to certain activities. Usually I just tell the students/groups what needs to be done and then I circulate through the classroom and make sure that everyone is on task. Some groups finish very quickly, while others can easily work for the majority of the class period. If I only gave the students a fixed amount of time I think they might work a little more effeciently.
We did do a lot of group work in Tuesday's class, so I'm glad the Thai teachers chose that day to come. They were really able to see the students working together and presenting their discoveries.
On Thursday we decided to try something new. I'm using film to introduce a persuasive essay, so we watched part of the movie, "What about Bob?" starring Bill Murrey. We discussed portions of the film while we watched it and discussed different topics in the movie that we could use in the essay. It was a fun class and I'm glad we had the opportunity to change things up a little bit.
Well, it was a good week and I feel very encouraged by it.
Genre number 4 - problem
Well...my survey for genre number four hasn't turned out very well yet.....
I only gave the survey to a small number of people and it really needs to be done on a larger scale. I'm not quite sure what to do, but I think I will just try to survey more people and see what kind of results I get. Right now almost all of my results are the same and I'm wondering if the texts that I have chosen are too easy or if I'm making the survey questions too easy.
Anyway, I will continue to try and apply this type of genre to my project, but if it doesn't work out soon I will have to think of something else.
I only gave the survey to a small number of people and it really needs to be done on a larger scale. I'm not quite sure what to do, but I think I will just try to survey more people and see what kind of results I get. Right now almost all of my results are the same and I'm wondering if the texts that I have chosen are too easy or if I'm making the survey questions too easy.
Anyway, I will continue to try and apply this type of genre to my project, but if it doesn't work out soon I will have to think of something else.
Sunday, October 21, 2007
Genre number 4
An Explanation Using a Graph
Potential voice: Teacher
Potential audience: School administration
Rational: This will be an actual survey done by students after having read two culturally different texts. The survey will be designed to give the audience insights into the reading difficulties of students with different cultural backgrounds.
Potential voice: Teacher
Potential audience: School administration
Rational: This will be an actual survey done by students after having read two culturally different texts. The survey will be designed to give the audience insights into the reading difficulties of students with different cultural backgrounds.
Genre number 3 - A Letter to a Parent
Dear Mrs. Farid,
Your son Moses has been having trouble comprehending what he is reading in social studies class and I would like you to know that this is normal for students who do not know the the cultural or historical background of the United States. All of our students in the school struggle with the same problems regarding reading comprehension as your son, I assure you that there is no need to be alarmed.
I would just like to inform you of some reading strategies that might help Moses better comprehend his textbooks and give him some historical or cultural knowledge that would assist him in his reading comprehension.
Here are some strategies that you can help your son use in order to better comprehend the information in his textbooks:
- Overview the text
- Look for context clues, such as titles, subheadings and diagrams
- Attempt to relate important points in the text to one another (important points might include highlighted words, titles or subheadings)
- Try to use prior knowledge to interpret the text (prior knowledge would include things talked about in class or movies)
- Attempt to discover the meaning of words, first by context and then by dictionary
- List the main ideas of the text on a piece of paper
- If the textbook is about United States history, often times you can rent a movie that is related to the text and this would be a great way to understand the context of the textbook
Well, these are a few methods that our students have used to successfully understand their textbooks. If you have any questions regarding this letter please feel free to call me or send me an email. I would be happy to meet with you and Moses and talk about some of the things we can do together in order for Moses to continue to be a successful student.
Thank you so much for your time,
Alan I. Clipperton
Reference:
Singhal, M. (1998). A comparison of L1 and L2 reading: Cultural differences and schema. The Internet TESL Journal, 4. Retrieved September 8, 2007, from www.iteslj.org
Your son Moses has been having trouble comprehending what he is reading in social studies class and I would like you to know that this is normal for students who do not know the the cultural or historical background of the United States. All of our students in the school struggle with the same problems regarding reading comprehension as your son, I assure you that there is no need to be alarmed.
I would just like to inform you of some reading strategies that might help Moses better comprehend his textbooks and give him some historical or cultural knowledge that would assist him in his reading comprehension.
Here are some strategies that you can help your son use in order to better comprehend the information in his textbooks:
- Overview the text
- Look for context clues, such as titles, subheadings and diagrams
- Attempt to relate important points in the text to one another (important points might include highlighted words, titles or subheadings)
- Try to use prior knowledge to interpret the text (prior knowledge would include things talked about in class or movies)
- Attempt to discover the meaning of words, first by context and then by dictionary
- List the main ideas of the text on a piece of paper
- If the textbook is about United States history, often times you can rent a movie that is related to the text and this would be a great way to understand the context of the textbook
Well, these are a few methods that our students have used to successfully understand their textbooks. If you have any questions regarding this letter please feel free to call me or send me an email. I would be happy to meet with you and Moses and talk about some of the things we can do together in order for Moses to continue to be a successful student.
Thank you so much for your time,
Alan I. Clipperton
Reference:
Singhal, M. (1998). A comparison of L1 and L2 reading: Cultural differences and schema. The Internet TESL Journal, 4. Retrieved September 8, 2007, from www.iteslj.org
Saturday, October 13, 2007
Genre number 3
Here's what I'm thinking about for genre number 3.
A Letter to a Parent
Voice: Teacher
Audience: Parent of an ESL student
Rationale: This letter will be from a teacher to a parent of an ESL student who is struggling with reading his textbooks. The teacher will give the parent several ideas that might help the student comprehend the information better while he reads. I think that this will be a good way to present some of the strategies that ELLs use when reading material that might be difficult to comprehend based on their cultural knowledge.
A Letter to a Parent
Voice: Teacher
Audience: Parent of an ESL student
Rationale: This letter will be from a teacher to a parent of an ESL student who is struggling with reading his textbooks. The teacher will give the parent several ideas that might help the student comprehend the information better while he reads. I think that this will be a good way to present some of the strategies that ELLs use when reading material that might be difficult to comprehend based on their cultural knowledge.
Spanish Song Translation into English
Due to popular demand here is the Spanish song turned into English.
Thanks for your feedback!
Jose Doesn’t Understand Books
Chorus
I don’t understand books
I don’t understand your English books
I don’t understand books
I don’t understand your English books
Verse
Jose came to this country of dreams, but he doesn’t have any friends
He doesn’t understand his books and everyone calls him stupid
Chorus
I don’t understand books
I don’t understand your English books
I don’t understand books
I don’t understand your English books
Verse
Jose doesn’t have the same culture, therefore he doesn’t understand the books
He needs the teachers that will teach him culture or he won’t want to study
Chorus
I don’t understand books
I don’t understand your English books
I don’t understand books
I don’t understand your English books
The teachers say that Jose understands, but he doesn’t remember the books
First they should teach him culture, then he will understand the school
Chorus
I don’t understand books
I don’t understand your English books
I don’t understand books
I don’t understand your English books
We should teach American culture!
Thanks for your feedback!
Jose Doesn’t Understand Books
Chorus
I don’t understand books
I don’t understand your English books
I don’t understand books
I don’t understand your English books
Verse
Jose came to this country of dreams, but he doesn’t have any friends
He doesn’t understand his books and everyone calls him stupid
Chorus
I don’t understand books
I don’t understand your English books
I don’t understand books
I don’t understand your English books
Verse
Jose doesn’t have the same culture, therefore he doesn’t understand the books
He needs the teachers that will teach him culture or he won’t want to study
Chorus
I don’t understand books
I don’t understand your English books
I don’t understand books
I don’t understand your English books
The teachers say that Jose understands, but he doesn’t remember the books
First they should teach him culture, then he will understand the school
Chorus
I don’t understand books
I don’t understand your English books
I don’t understand books
I don’t understand your English books
We should teach American culture!
Teaching Post 10/9 - 10/11
On Tuesday we had a peer review day for the Cause/Effect Essay. I really like these types of activities that get the students together and make them somewhat responsible for their own education. I also revised the peer review worksheet to make it a little more relevant and to look for some of the things that I see the students having problems with in their writing. Overall it was a good class period.
On Thursday I set up a conference so I could speak with each indivdual student about their writing up to this point and what is expected the rest of the way. I really feel like the students enjoyed this conferencing and that they learned a lot from it. I was able to hand back their last essays and really point out some of the major issues and some of the really good things they are doing in their writing. I also thought it was important to let the class know about some of the things to come, because Lightbown and Spada believe that it increases student motivation.
Next week I'm thinking about doing something in my class a little different. I've been reading some articles about using film to assist in argumentative writing and I think I'm going to try to incorperate some of their ideas into my class. I look forward to writing about that in the weeks to come.
Goodbye for now!
On Thursday I set up a conference so I could speak with each indivdual student about their writing up to this point and what is expected the rest of the way. I really feel like the students enjoyed this conferencing and that they learned a lot from it. I was able to hand back their last essays and really point out some of the major issues and some of the really good things they are doing in their writing. I also thought it was important to let the class know about some of the things to come, because Lightbown and Spada believe that it increases student motivation.
Next week I'm thinking about doing something in my class a little different. I've been reading some articles about using film to assist in argumentative writing and I think I'm going to try to incorperate some of their ideas into my class. I look forward to writing about that in the weeks to come.
Goodbye for now!
Sunday, October 7, 2007
Content Based Lesson Plan
Content based instruction is a little bit different than the traditional methods of teaching and education. CBI really takes into the account that students need context in order to comprehend knowledge about the subject being taught. In areas such as social studies where culture and context are already assumed to a large extent by the text book companies, this type of instruction is very important for ELLs who have no context or cultural knowledge to base the text.
This lesson plan is designed to give the ELL a contextual/cultural base before reading the mainstream text on the subject matter. Keep in mind that the only focus is to give the students context - it's not designed to teach grammar, but some vocabulary will be included.
Lesson: The Great Depression
Grade: 10th grade (I believe 10th grade is when the students study the Great Depression here in MN)
English Level: Intermediate
Materials: Stock Market Madness with all of its pieces, different magazines, poster board, glue, scissors, markers, chalk/whiteboard markers, novels/story books about the Great Depression, mainstream text section on the Great Depression, and simplified text section on the Great Depression.
(Before doing a lesson or activity that contains a lot of numbers it's best to do a little warm-up game. I call this Number Writing Races!)
Number Writing Races!
Objective: This activity is to be used as a number listening exercise primarily for listening to dates (2007, 1919, 1929, etc…) and monetary values ($1, $20.75, $11.12, etc…) before talking about numbers in class or having the students do an activity that involves different number values.
Materials: paper, pens or pencils, writing board (white board or blackboard), markers or chalk (depending upon the board), two chairs and students!
Warm-up: Give every student a piece of paper and a pen or pencil. The teacher dictates ten different numbers including both dates and monetary numbers to the students. The students write the number the teacher has stated onto the piece of paper.
Activity:
1. The teacher divides the class into two teams and calls one student from each team to the board to participate in the writing race. Do not allow the students to hold the marker or the chalk.
2. The teacher says a number and the first student to pick up their writing utensil, write the number correctly on the board, place their writing utensil back down on the writing board shelf with cap on (if it’s a marker), sit down in the chair and raise their hand wins.
3. Each pair of students should get three opportunities to write different numbers each time they go to the board. Which ever student wins two out of three writing races earns one point for their team.
4. Continue the above sequence until every student has had a chance to write at least once. If the teacher feels that it is necessary to continue to play the game he or she may do so.
Stock Market Activity - Stock Market Madness!
Objective: To teach the basic workings of the stock market and key terms that relate to the Great Depression.
Materials: white board/blackboard, writing utensils (pens and pencils for the students, chalk or markers for the writing board), Risen and Fallen spinner, Great Depression spinner, play money, money amount deck of cards, share cards, loan application forms, default cards, foreclosure cards, two calculators and individual stock market scripts.
Object: The object of the game is to make more money than everyone else by playing the stock market.
Set-up: Across the top of the writing board write down the names of five potential stock companies (ex. Coke Cola, Walmart, Sony, McDonald's, and Blockbuster) and set up a small table (label the table STOCK MARKET) next to the writing board with both spinners on it. On one side of the room set up a table (label the table BANK) with play money, default cards, foreclosure cards, one calculator, and loan application forms and on the opposite side of the room set up a table (label the table BROKER) with play money, a calculator, money amount deck of cards, and stock share cards.
One student needs to work at the BANK table, one student needs to work at the STOCK MARKET table and one student needs to work at the BROKER table.
The rest of the students start with no money!
In the beginning all stocks cost $2.
ROUND 1
1. The students must take their script, go to the bank, fill-out a loan application form and say, "I would like to take out a loan for _________ dollars please." The bank gives the students the money and may allow the students to borrow as much money as they want, but the student must pay it back every 5th round. The banker must keep track of how much money each student owes.
2. The students must take their script, go to the broker and say, "I would like to purchase____ shares of ______ please." The students are allowed to purchase as many stocks as they have money to purchase and the broker must give each student a share card for each stock share purchased.
3. The stock market spins the Risen and Fallen spinner and reads where the arrow has landed (ex. Risen) and calls out, "The stock market has risen!"
4. The broker draws a card from the money amount deck and calls out each company with the corresponding amount card (ex. The broker draws the first card and says, "The Coke Cola stock has risen 1 dollar." The broker draws the second card and says, "The Walmart stock has risen 3 dollars." Etc....). While the broker is calling out the stock amounts the stock market is writing the total amount of the stocks on the board (ex. Coke Cola started at 2 dollars and has risen 1 dollar, so the stock market draws an up arrow - to indicate that the stock has risen - and writes 3 dollars under the Coke Cola stock on the board).
5. The students now have the option of selling their shares back to the broker for a profit or a loss depending on how their stock did. If the students chose to sell their shares, they must pay back as much money to the bank as they can and say, "I would like to put ________ dollars towards my loan." The banker should adjust the student’s loan application as necessary (ex. After Jim's stocks drop he sells the shares back to the broker and then pays the banker, but since the stocks dropped and Jim only has 15 dollars instead of 20 dollars the banker then writes on Jim's loan application that he only owes 5 dollars).
6. After the students finish selling their shares back to the broker and paying back the bank round 1 is completed.
ROUND 2, ROUND 3 and ROUND 4 - repeat ROUND 1
ROUND 5
1. Same as previous rounds.
2. Same as previous rounds.
3. The stock market spins the Great Depression spinner, which indicates whether the stock market has risen, fallen or crashed. The stock market then calls out the corresponding situation.
4. If the stock market has either risen or fallen, repeat steps 4 through 6 from round one, but everyone must pay back the bank. If the stock market has crashed all the students must give all of their shares back to the broker and proceed to settle accounts with the bank.
5. The students must pay back the bank any money that they have. If the students are unable to pay off their loan they say, "I am not able to pay, I do not have any money," then the banker says, "Your loan is in default, the bank must foreclose on your house." The banker then gives the student a default card and a foreclosure card. The bank must continue to keep track of how much money the students still owe.
6. The student with the most money wins! If all students default, all students loose.
Continue playing as time permits and/or students are having fun.
Poster Activity: Divide the students up into pairs and have them look through magazines to try to find pictures that might reflect the time period of the Great Depression. The students are to glue the pictures they find onto the poster board and when they are finished explain their poster to the class.
Storybook: Read a storybook that deals with the Great Depression or something specific related to the Great Depression in order for the students to receive less formal input that they can remember later.
Simplified/mainstream Text: The students should read the simplified text with the teacher and specific vocabulary from the text should be taught. If the students are able, the mainstream text should be read by the students with the teacher's assistants (if needed), all homework or exercises from the text should be completed with the help of the teachers (if needed).
The first two activites (Number writing races and Stock Market Madness) should fit into about a 1-2 hour time frame (of course I've never actually played Stock Market Madness)and then the other activities would be implemented. Depending on the needs of the students and the teacher, I think that the activities regarding the poster and books could be very short or very long - it just depends on a lot of things.
Note: there are a lot of materials that go with Stock Market Madness! If anyone is at least interested in seeing the supplemental materials I can certainly email them to you or even post them on this blog (with the exception of the money and spinners).
This lesson plan is designed to give the ELL a contextual/cultural base before reading the mainstream text on the subject matter. Keep in mind that the only focus is to give the students context - it's not designed to teach grammar, but some vocabulary will be included.
Lesson: The Great Depression
Grade: 10th grade (I believe 10th grade is when the students study the Great Depression here in MN)
English Level: Intermediate
Materials: Stock Market Madness with all of its pieces, different magazines, poster board, glue, scissors, markers, chalk/whiteboard markers, novels/story books about the Great Depression, mainstream text section on the Great Depression, and simplified text section on the Great Depression.
(Before doing a lesson or activity that contains a lot of numbers it's best to do a little warm-up game. I call this Number Writing Races!)
Number Writing Races!
Objective: This activity is to be used as a number listening exercise primarily for listening to dates (2007, 1919, 1929, etc…) and monetary values ($1, $20.75, $11.12, etc…) before talking about numbers in class or having the students do an activity that involves different number values.
Materials: paper, pens or pencils, writing board (white board or blackboard), markers or chalk (depending upon the board), two chairs and students!
Warm-up: Give every student a piece of paper and a pen or pencil. The teacher dictates ten different numbers including both dates and monetary numbers to the students. The students write the number the teacher has stated onto the piece of paper.
Activity:
1. The teacher divides the class into two teams and calls one student from each team to the board to participate in the writing race. Do not allow the students to hold the marker or the chalk.
2. The teacher says a number and the first student to pick up their writing utensil, write the number correctly on the board, place their writing utensil back down on the writing board shelf with cap on (if it’s a marker), sit down in the chair and raise their hand wins.
3. Each pair of students should get three opportunities to write different numbers each time they go to the board. Which ever student wins two out of three writing races earns one point for their team.
4. Continue the above sequence until every student has had a chance to write at least once. If the teacher feels that it is necessary to continue to play the game he or she may do so.
Stock Market Activity - Stock Market Madness!
Objective: To teach the basic workings of the stock market and key terms that relate to the Great Depression.
Materials: white board/blackboard, writing utensils (pens and pencils for the students, chalk or markers for the writing board), Risen and Fallen spinner, Great Depression spinner, play money, money amount deck of cards, share cards, loan application forms, default cards, foreclosure cards, two calculators and individual stock market scripts.
Object: The object of the game is to make more money than everyone else by playing the stock market.
Set-up: Across the top of the writing board write down the names of five potential stock companies (ex. Coke Cola, Walmart, Sony, McDonald's, and Blockbuster) and set up a small table (label the table STOCK MARKET) next to the writing board with both spinners on it. On one side of the room set up a table (label the table BANK) with play money, default cards, foreclosure cards, one calculator, and loan application forms and on the opposite side of the room set up a table (label the table BROKER) with play money, a calculator, money amount deck of cards, and stock share cards.
One student needs to work at the BANK table, one student needs to work at the STOCK MARKET table and one student needs to work at the BROKER table.
The rest of the students start with no money!
In the beginning all stocks cost $2.
ROUND 1
1. The students must take their script, go to the bank, fill-out a loan application form and say, "I would like to take out a loan for _________ dollars please." The bank gives the students the money and may allow the students to borrow as much money as they want, but the student must pay it back every 5th round. The banker must keep track of how much money each student owes.
2. The students must take their script, go to the broker and say, "I would like to purchase____ shares of ______ please." The students are allowed to purchase as many stocks as they have money to purchase and the broker must give each student a share card for each stock share purchased.
3. The stock market spins the Risen and Fallen spinner and reads where the arrow has landed (ex. Risen) and calls out, "The stock market has risen!"
4. The broker draws a card from the money amount deck and calls out each company with the corresponding amount card (ex. The broker draws the first card and says, "The Coke Cola stock has risen 1 dollar." The broker draws the second card and says, "The Walmart stock has risen 3 dollars." Etc....). While the broker is calling out the stock amounts the stock market is writing the total amount of the stocks on the board (ex. Coke Cola started at 2 dollars and has risen 1 dollar, so the stock market draws an up arrow - to indicate that the stock has risen - and writes 3 dollars under the Coke Cola stock on the board).
5. The students now have the option of selling their shares back to the broker for a profit or a loss depending on how their stock did. If the students chose to sell their shares, they must pay back as much money to the bank as they can and say, "I would like to put ________ dollars towards my loan." The banker should adjust the student’s loan application as necessary (ex. After Jim's stocks drop he sells the shares back to the broker and then pays the banker, but since the stocks dropped and Jim only has 15 dollars instead of 20 dollars the banker then writes on Jim's loan application that he only owes 5 dollars).
6. After the students finish selling their shares back to the broker and paying back the bank round 1 is completed.
ROUND 2, ROUND 3 and ROUND 4 - repeat ROUND 1
ROUND 5
1. Same as previous rounds.
2. Same as previous rounds.
3. The stock market spins the Great Depression spinner, which indicates whether the stock market has risen, fallen or crashed. The stock market then calls out the corresponding situation.
4. If the stock market has either risen or fallen, repeat steps 4 through 6 from round one, but everyone must pay back the bank. If the stock market has crashed all the students must give all of their shares back to the broker and proceed to settle accounts with the bank.
5. The students must pay back the bank any money that they have. If the students are unable to pay off their loan they say, "I am not able to pay, I do not have any money," then the banker says, "Your loan is in default, the bank must foreclose on your house." The banker then gives the student a default card and a foreclosure card. The bank must continue to keep track of how much money the students still owe.
6. The student with the most money wins! If all students default, all students loose.
Continue playing as time permits and/or students are having fun.
Poster Activity: Divide the students up into pairs and have them look through magazines to try to find pictures that might reflect the time period of the Great Depression. The students are to glue the pictures they find onto the poster board and when they are finished explain their poster to the class.
Storybook: Read a storybook that deals with the Great Depression or something specific related to the Great Depression in order for the students to receive less formal input that they can remember later.
Simplified/mainstream Text: The students should read the simplified text with the teacher and specific vocabulary from the text should be taught. If the students are able, the mainstream text should be read by the students with the teacher's assistants (if needed), all homework or exercises from the text should be completed with the help of the teachers (if needed).
The first two activites (Number writing races and Stock Market Madness) should fit into about a 1-2 hour time frame (of course I've never actually played Stock Market Madness)and then the other activities would be implemented. Depending on the needs of the students and the teacher, I think that the activities regarding the poster and books could be very short or very long - it just depends on a lot of things.
Note: there are a lot of materials that go with Stock Market Madness! If anyone is at least interested in seeing the supplemental materials I can certainly email them to you or even post them on this blog (with the exception of the money and spinners).
Spanish Song
Alright, here it is. This song is written with the chorus in the first person and the verses telling a story about an ESL student who cannot understand his books because he doesn't have the cultural knowledge to comprehend what he is reading. This is a song to remind teachers of the importance of teaching context and culture in the ESL classroom.
If anyone has any questions please let me know and I would be happy to explain them - Oh, for all of you musicians out there the song is very easy - I just play a few different variations on an A minor jazz chord (I can't remember the exact names) on the guitar and the melody changes between chorus and verse - it's super easy, maybe we can all sing it together sometime :-)
Jose No Comprende Libros
Coro
No comprendo libros
No comprendo tus libros en inglés
No comprendo libros
No comprendo tus libros en inglés
Estrofa
Vino Jose a éste pais de sueños, pero no tiene amigos
No comprende sus libros y todos dicen estupido
Coro
No comprendo libros
No comprendo tus libros en inglés
No comprendo libros
No comprendo tus libros en inglés
Estrofa
Jose no tiene la misma cultura, por eso él no comprende los libros
necesita maestros que le enseñen cultura, o él no quiere estudiar
Coro
No comprendo libros
No comprendo tus libros en inglés
No comprendo libros
No comprendo tus libros en inglés
Estrofa
Los maestros dicen que Jose comprende, pero él no recuerda los libros
primero deben ensenar cultura, entonces el comprenderá la escuela
Coro
No comprendo libros
No comprendo tus libros en inglés
No comprendo libros
No comprendo tus libros en inglés
Nosotros Debemos Ensenar Cultura Americana!
If anyone has any questions please let me know and I would be happy to explain them - Oh, for all of you musicians out there the song is very easy - I just play a few different variations on an A minor jazz chord (I can't remember the exact names) on the guitar and the melody changes between chorus and verse - it's super easy, maybe we can all sing it together sometime :-)
Jose No Comprende Libros
Coro
No comprendo libros
No comprendo tus libros en inglés
No comprendo libros
No comprendo tus libros en inglés
Estrofa
Vino Jose a éste pais de sueños, pero no tiene amigos
No comprende sus libros y todos dicen estupido
Coro
No comprendo libros
No comprendo tus libros en inglés
No comprendo libros
No comprendo tus libros en inglés
Estrofa
Jose no tiene la misma cultura, por eso él no comprende los libros
necesita maestros que le enseñen cultura, o él no quiere estudiar
Coro
No comprendo libros
No comprendo tus libros en inglés
No comprendo libros
No comprendo tus libros en inglés
Estrofa
Los maestros dicen que Jose comprende, pero él no recuerda los libros
primero deben ensenar cultura, entonces el comprenderá la escuela
Coro
No comprendo libros
No comprendo tus libros en inglés
No comprendo libros
No comprendo tus libros en inglés
Nosotros Debemos Ensenar Cultura Americana!
Friday, October 5, 2007
Genre number 2
I think my second genre works ok, but I guess I will find out soon enough :-) I decided to write a song related to the subject matter. The song is written in Spanish from the voice of a student who cannot understand his text books because he doesn't have the cultural knowledge necessary.
GENRE:
Song
Potential Voice: Student
Potential Audience: Teacher
Rationale: I believe this song will give the teacher an idea of how the student feels when he cannot understand or fully comprehend his school work because he doesn't have the contextual knowledge necessary.
I will post the song after I get the grammar checked by a native Spanish speaker - so I know it's ok.
GENRE:
Song
Potential Voice: Student
Potential Audience: Teacher
Rationale: I believe this song will give the teacher an idea of how the student feels when he cannot understand or fully comprehend his school work because he doesn't have the contextual knowledge necessary.
I will post the song after I get the grammar checked by a native Spanish speaker - so I know it's ok.
Teaching Post 10/2-10-4
On Tuesday we started to learn about the Cause and Effect Essay and I have discovered that the beginnings of each individual essay unit are the most fun to teach. I believe the reason is because we primarily do fluency activities and brainstrom the first day of a new unit. This allows the students to communicate with each other and come up with ideas on their own. They enjoy the interaction and I enjoy helping them come up with topics and organizing their thoughts.
Thursday also went well, but I don't think I explained my expectations well enough. Sometimes I feel like I go over everything too much and other times I don't think I explain it well enough. Anyway, on Tuesdays we started the Cause and Effect Essay and so I decided on Thursday we should finish our group work with that. I broke the students up into their groups again and had each individual in each group write a paragraph that worked with their introductions. I then went from group to group to help the students and when they had finished with their complete essay I sent them to the library to type the essay and put it in the D2L dropbox. Most of the students finished early and some of the others took the entire two hour class period to do their work.
LIke I said earlier I don't think some of the students understood what I expected from them and because of that they got a little frustrated with me. Next time I will certainly make it a little clearer what I expect and perhaps model my exact expectations on the board for them.
As far as relating to the reading is concerned. I have really been thinking about my students and the culture shock that they will be going through very soon and I have shared my own stories with them about language ego, etc... I think I have earned their trust and hopefully I have made the classroom a safe place for them where they can express themselves in English without the fear of being embarressed. We shall see....
Thursday also went well, but I don't think I explained my expectations well enough. Sometimes I feel like I go over everything too much and other times I don't think I explain it well enough. Anyway, on Tuesdays we started the Cause and Effect Essay and so I decided on Thursday we should finish our group work with that. I broke the students up into their groups again and had each individual in each group write a paragraph that worked with their introductions. I then went from group to group to help the students and when they had finished with their complete essay I sent them to the library to type the essay and put it in the D2L dropbox. Most of the students finished early and some of the others took the entire two hour class period to do their work.
LIke I said earlier I don't think some of the students understood what I expected from them and because of that they got a little frustrated with me. Next time I will certainly make it a little clearer what I expect and perhaps model my exact expectations on the board for them.
As far as relating to the reading is concerned. I have really been thinking about my students and the culture shock that they will be going through very soon and I have shared my own stories with them about language ego, etc... I think I have earned their trust and hopefully I have made the classroom a safe place for them where they can express themselves in English without the fear of being embarressed. We shall see....
Genre number 1
Well... I think I'm getting this project all figured out. Anyway, I think my first genre will be a short lesson plan. But this won't be just any lesson plan, this will be a content based lesson plan for a social studies class. I believe that social studies contain some of the most difficult material for ELLs to learn, because so much of it relies on cultural and historical knowledge. Therefore, my lesson plan will be designed to give the student some context and background knowledge of the subject matter before reading the material from the text book. This should help the student tremendously with the comprehension of the text.
GENRE:
CBI Lesson Plan
Potential Voice: Teacher
Potential Audience: Students
Rationale: This type of lesson would provide students with the context that they need to properly comprehend the reading of a social studies text book. By moving from activities and visuals to build context I will be able to lay a foundation for the students to refer to and build on while reading the required text.
GENRE:
CBI Lesson Plan
Potential Voice: Teacher
Potential Audience: Students
Rationale: This type of lesson would provide students with the context that they need to properly comprehend the reading of a social studies text book. By moving from activities and visuals to build context I will be able to lay a foundation for the students to refer to and build on while reading the required text.
Saturday, September 29, 2007
Annotated Bibliography For the Multi-Genre Project
All right, this is my annotated bibliography for the multi-genre project. I really think that all the sources have already contributed to my thoughts about the project and as I get into it more these sources will all be even more valuable to me. I would certainly recommend that you look up these articles and books if you would like to find more information on second language literacy in general or specifically look at the problems with cultural knowledge and trying to read in the second language.
See ya later!
Hyland, K. (2004). Genre and second language writing. Ann Arbor: University of Michigan Press.
This book mostly deals with the structure of writing and how one from a different culture can learn to figure out what kind of genre is being dealt with and, therefore, read it effectively based on their prior knowledge and the type of genre or writing being presented. The book does touch on culture and schema a little bit and I believe it to be a good source for this project.
Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background of a text. TESL Quarterly, 15, 169-181. Retrieved September 8, 2007, from JSTOR database.
This study involves Americans and Iranian ESL students reading texts that contain both stories from American folklore and Iranian folklore. The study found that the Iranians comprehended their folklore to a greater degree than the American folklore and the same was true for the American students. The study clearly shows the cultural differences and problems with reading in the L2 and only give a few broad strategies for how learners can overcome these problems.
Kucer, S. (2001). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. London: Lawrence Erlbaum Associates, Publishers.
This is a wonderful book that deals with the teaching of reading and writing across cultures. It also has a lot of good information on the structure of our writing system and deals with the sociocultural dimensions f literacy in great detail.
Pritchard, R. (1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25, 273-295. Retrieved September 8, 2007, from JSTOR database.
In this article the author examines participants’ reading comprehension using texts that are written in their native language, but are about culturally different funerals. It reinforces the fact that readers that can relate to the material culturally will comprehend more than if they cannot. This article also lists the different strategies used by readers when dealing with materials that are from a different culture.
Singhal, M. (1998). A comparison of L1 and L2 reading: Cultural differences and schema. The Internet TESL Journal, 4. Retrieved September 8, 2007, from www.iteslj.org
This paper offers a very good overview on the role of culture in L2 reading and offers very good strategies that L2 readers can employ to discover the meaning of a text. This paper also quotes several case studies that specifically study culture’s role in L2 reading.
Sinclair Bell, J. (1995). The relationship between L1 and L2 literacy: Some complicated factors. TESL Quarterly 29, 687-704. Retrieved September 18, 2007, from JESTER database.
This article addresses the preconceived cultural notions one brings into learning to read in a different language. This article does not give insight into the cultural differences in meaning or how an ESL learner can use certain strategies to find cultural meaning, but it does give insight into the emotional state of our ELLs and what they may go through in learning to read in the L2.
Steffensen, M.O., Joag-Dev, C., & Anderson, R. (1979). A cross-cultural perspective on reading comprehension. Reading Research Quarterly, 15, 10-29. Retrieved September 8, 2007, from JSTOR database.
This is a very detailed article that lends to the theory that cultural background does indeed affect reading comprehension in a variety of different ways. The article doe not talk about reading strategies, but does discuss some of the most difficult problems in cross-cultural reading and makes the claim that this could be a reason why so many minority students in the U.S. struggle with reading comprehension.
See ya later!
Hyland, K. (2004). Genre and second language writing. Ann Arbor: University of Michigan Press.
This book mostly deals with the structure of writing and how one from a different culture can learn to figure out what kind of genre is being dealt with and, therefore, read it effectively based on their prior knowledge and the type of genre or writing being presented. The book does touch on culture and schema a little bit and I believe it to be a good source for this project.
Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background of a text. TESL Quarterly, 15, 169-181. Retrieved September 8, 2007, from JSTOR database.
This study involves Americans and Iranian ESL students reading texts that contain both stories from American folklore and Iranian folklore. The study found that the Iranians comprehended their folklore to a greater degree than the American folklore and the same was true for the American students. The study clearly shows the cultural differences and problems with reading in the L2 and only give a few broad strategies for how learners can overcome these problems.
Kucer, S. (2001). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. London: Lawrence Erlbaum Associates, Publishers.
This is a wonderful book that deals with the teaching of reading and writing across cultures. It also has a lot of good information on the structure of our writing system and deals with the sociocultural dimensions f literacy in great detail.
Pritchard, R. (1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25, 273-295. Retrieved September 8, 2007, from JSTOR database.
In this article the author examines participants’ reading comprehension using texts that are written in their native language, but are about culturally different funerals. It reinforces the fact that readers that can relate to the material culturally will comprehend more than if they cannot. This article also lists the different strategies used by readers when dealing with materials that are from a different culture.
Singhal, M. (1998). A comparison of L1 and L2 reading: Cultural differences and schema. The Internet TESL Journal, 4. Retrieved September 8, 2007, from www.iteslj.org
This paper offers a very good overview on the role of culture in L2 reading and offers very good strategies that L2 readers can employ to discover the meaning of a text. This paper also quotes several case studies that specifically study culture’s role in L2 reading.
Sinclair Bell, J. (1995). The relationship between L1 and L2 literacy: Some complicated factors. TESL Quarterly 29, 687-704. Retrieved September 18, 2007, from JESTER database.
This article addresses the preconceived cultural notions one brings into learning to read in a different language. This article does not give insight into the cultural differences in meaning or how an ESL learner can use certain strategies to find cultural meaning, but it does give insight into the emotional state of our ELLs and what they may go through in learning to read in the L2.
Steffensen, M.O., Joag-Dev, C., & Anderson, R. (1979). A cross-cultural perspective on reading comprehension. Reading Research Quarterly, 15, 10-29. Retrieved September 8, 2007, from JSTOR database.
This is a very detailed article that lends to the theory that cultural background does indeed affect reading comprehension in a variety of different ways. The article doe not talk about reading strategies, but does discuss some of the most difficult problems in cross-cultural reading and makes the claim that this could be a reason why so many minority students in the U.S. struggle with reading comprehension.
Friday, September 28, 2007
Multi-genre beginnings
So far I'm still trying to figure out exactly what I'm suppose to be doing. I will write down what I'm thinking in this post and maybe it will all make a little more sense to me.
First, here is my initial question, "What are the cultural problems in learning to read in a second language?" I also have a couple of related questions:
1. When learning to read English, what are the most difficult cultural problems that most ELLs experience?
2. What are the strategies that ELLs can use to navigate through material that is culturally different?
TENATIVE POINT
Learning to read in a different language is very difficult in and of itself, but to add in the cultural meanings behind the words and contexts makes it all the more difficult for ELLs. I will seek to show the difficulties of learning to read in a L2 and the ways that ELLs can navigate through material that is culturally different by using an assortment of different written materials.
Second, I will choose different genres to address this topic, but as of now, I still need to complete my research in order to fully understand what I would like to convey through the various genres.
Until then....
First, here is my initial question, "What are the cultural problems in learning to read in a second language?" I also have a couple of related questions:
1. When learning to read English, what are the most difficult cultural problems that most ELLs experience?
2. What are the strategies that ELLs can use to navigate through material that is culturally different?
TENATIVE POINT
Learning to read in a different language is very difficult in and of itself, but to add in the cultural meanings behind the words and contexts makes it all the more difficult for ELLs. I will seek to show the difficulties of learning to read in a L2 and the ways that ELLs can navigate through material that is culturally different by using an assortment of different written materials.
Second, I will choose different genres to address this topic, but as of now, I still need to complete my research in order to fully understand what I would like to convey through the various genres.
Until then....
Teaching Post 9/25-9/27
Well... This week of teaching was fairly uneventful. On Tuesday we did peer evaluation on the students' rough drafts. They need to turn in their final copy of the compare/contrast essay by next Tuesday - I really think that these essays as a whole will be a lot better than the last ones. I was fairly impressed with the last set of essays, I mean from seeing the students' writing the first time we went through evaluations and then assessing them a couple of more times in class, I was kind of worried about some of them, but overall I was very happy. We also started reading some example essays and I had the students look at them for mistakes and content. It was a very good exercise and I believe the students learned a lot of stuff that they already knew through the experience.
Thursday was a great day! I broke the students up into groups of two and evaluate the example essays I gave them on Tuesdays. They again, were to pick out the construction features and mistakes in the essays. The students then had to present the essays to the class and high light its features. It was a great exercise and I think we all learned from it.
Upon reading the chapters in Brown for this week. I have learned a couple of things. First, I really don't need to give extrinsic motivation to the extent that I have been giving it. For some reason I always feel I need to give the students some kind of initial reward for their work. I do give a lot of verbal praise, and a lot of times I feel that it's not authentic - I think I need to tone it down a little and be real with my verbal rewards. On the other hand, I feel like I'm doing a lot of things right. I think that our classroom is very open and that students feel comfortable and motivated (intrinsicly). When I create classroom activities I try to make them authentic and I really try to make things student centered - sometimes I feel like I accomplish this and sometimes I feel like I don't. I know that all of the students will be suffering from some form of culture shock within the next couple of months and I want them to know that their ESL teacher knows how they feel and that they have a comfortable place to go in their ESL classroom :-)
Thursday was a great day! I broke the students up into groups of two and evaluate the example essays I gave them on Tuesdays. They again, were to pick out the construction features and mistakes in the essays. The students then had to present the essays to the class and high light its features. It was a great exercise and I think we all learned from it.
Upon reading the chapters in Brown for this week. I have learned a couple of things. First, I really don't need to give extrinsic motivation to the extent that I have been giving it. For some reason I always feel I need to give the students some kind of initial reward for their work. I do give a lot of verbal praise, and a lot of times I feel that it's not authentic - I think I need to tone it down a little and be real with my verbal rewards. On the other hand, I feel like I'm doing a lot of things right. I think that our classroom is very open and that students feel comfortable and motivated (intrinsicly). When I create classroom activities I try to make them authentic and I really try to make things student centered - sometimes I feel like I accomplish this and sometimes I feel like I don't. I know that all of the students will be suffering from some form of culture shock within the next couple of months and I want them to know that their ESL teacher knows how they feel and that they have a comfortable place to go in their ESL classroom :-)
Friday, September 21, 2007
Teaching Post 9/18-9/20
Well.... Tuesdays class was great! We have moved into compare/contrast essays and I decided to work on a fluency/brainstorming exercise that includes drawing two rings that overlap slightly in the middle. You name the rings according to what you are comparing/contrasting and then in the middle were the rings overlap you list items or characteristics about the topics that are the same and on the outside, but still within the rings, you list the things that are different.
I started off by modeling the exercise to my students and we compared American cars to European cars. It was great fun! I really appreciate how some of the students get into it. I then broke the class up into groups of two and made sure that they we all seperated from their normal partners or people from their own countries. For instance, I wanted those from South Korea, Japan and Indonesia to be pared up with those from Saudia Arabia, Belarus, Morocco and Finland. I just wanted it to be as diverse as possible. I then had them compare/contrast their countries with their partner's country.
It was great! I couldn't believe how "into it" they got. They all learned a lot from each other and some of them wanted more time. It was very interesting for all. I enjoyed walking around and listening to their discussions. I will certainly remember this exercise for next semester.
Thursday's class on the other hand was not so good. We basically took the information from the compare/contrast rings that we did on Tuesday and plugged that into our essay outlines. I really try to make it as interesting as possible, but when comes right down to it, it's still a writing class and we have to write :-( We will be doing some peer-editing on Tuesday next week and then I have to think of something fun to do on Thursday that also goes over the structure of the compare/contrast essay one more time.
As far as applying reading to the class, it's very difficult because we are still just reading about theories, but while I was teaching the class on Tuesday and listening to the students converse with each other I certainly thought about the interactionist position on SLA. The students at times would have trouble understanding each other and would really interact a lot during their discussions to find meaning. It was very interesting to observe after reading the chapters on SLA.
I hope you all have a great weekend!
I started off by modeling the exercise to my students and we compared American cars to European cars. It was great fun! I really appreciate how some of the students get into it. I then broke the class up into groups of two and made sure that they we all seperated from their normal partners or people from their own countries. For instance, I wanted those from South Korea, Japan and Indonesia to be pared up with those from Saudia Arabia, Belarus, Morocco and Finland. I just wanted it to be as diverse as possible. I then had them compare/contrast their countries with their partner's country.
It was great! I couldn't believe how "into it" they got. They all learned a lot from each other and some of them wanted more time. It was very interesting for all. I enjoyed walking around and listening to their discussions. I will certainly remember this exercise for next semester.
Thursday's class on the other hand was not so good. We basically took the information from the compare/contrast rings that we did on Tuesday and plugged that into our essay outlines. I really try to make it as interesting as possible, but when comes right down to it, it's still a writing class and we have to write :-( We will be doing some peer-editing on Tuesday next week and then I have to think of something fun to do on Thursday that also goes over the structure of the compare/contrast essay one more time.
As far as applying reading to the class, it's very difficult because we are still just reading about theories, but while I was teaching the class on Tuesday and listening to the students converse with each other I certainly thought about the interactionist position on SLA. The students at times would have trouble understanding each other and would really interact a lot during their discussions to find meaning. It was very interesting to observe after reading the chapters on SLA.
I hope you all have a great weekend!
Thursday, September 13, 2007
Teaching Post 9/11-9/13
This week's teaching went really well. On tuesday we did peer reviews in class, so the students read each other's Process Essays and offered constructive feedback (I hope). After that we did some preposition activities. Upon reflection of the Tuesday lesson I believe that I should create my own "peer review" sheet based on the one that is offered with the course materials. The peer review sheet they have isn't too bad, but I think that more could be accomplished with a little tweaking. If I have enough time before the next essay is due I will see if I can make some changes. Time is a big factor though.
The preposition activities basically included identifying prepositional phrases and also an informational gap activity that includes a word bank. I chose preposition activities because it seems like it is a big problem for all of the students in my class, however, I was speaking with one of the professors and he/she believed that I shouldn't spend very much time on preposition work, but rather focus more on things that obscure the meaning of my student's written text. Anyway, I think I agree with he/she, but I also know that a few of my students need help in certain areas like prepositions and welcome the activities.
On Thursday (today) I tried something a little different. We continued to talk about the Process Essay (an essay that basically tells how to do something, fix an appliance, bake a cake, etc. or informs one on the process of how something has happened). I wanted to reemphasize the key features so I decided to bring in a bunch of food and "recipes." The recipes were not really recipes they were just lists of instructions on how to perform a task with food, such as the following:
Raisin Peanut Butter Apples
1. Rinse all of the apples
2. Cut each apple into 8 pieces, be sure to cut out the seeds
3. Spread the peanut butter over the top of the apples
4. Place the raisins in the peanut butter on top of the apples
5. Serve on a plate to your guests
I then split the students into groups of two or three and had them turn the instructions into a body paragraph. After completing the paragraph the students switched recipes with each other and proceeded to perform the tasks. This provided a great deal of interaction and I felt like we were able to get away from the - "just sit in your desks and write" style of a traditional writing class. After completing the tasks we were all able to socialize during break by eating the snacks and drinking hot chocolate - perfect for international students! In the second half of the class we completed an introductory paragraph together, read and corrected the body paragraphs that the groups did and completed a conclusion paragraph.
Upon reflection I think I will emphasize and model the body paragraph to the students - there were only a couple of groups that didn't include a topic sentence with their body paragraphs, but I felt like I didn't emphasize that enough and modeling always helps.
I felt like I was using a Communicative Teaching Approach in class. I thought that through the activities we were doing, including the exchanges between students that a majority of language components were being used as well as the real-life situation of following a recipe. The students did work on accuracy by writing a paragraph for someone else to use, but fluency was emphasized while everyone was eating and talking. I believe the students not only grasped the structure of their essays, but also were able to enjoy it and build on a lot of other functions as well.
I will continually pray for new ideas and ways to apply the materials in my courses.
The preposition activities basically included identifying prepositional phrases and also an informational gap activity that includes a word bank. I chose preposition activities because it seems like it is a big problem for all of the students in my class, however, I was speaking with one of the professors and he/she believed that I shouldn't spend very much time on preposition work, but rather focus more on things that obscure the meaning of my student's written text. Anyway, I think I agree with he/she, but I also know that a few of my students need help in certain areas like prepositions and welcome the activities.
On Thursday (today) I tried something a little different. We continued to talk about the Process Essay (an essay that basically tells how to do something, fix an appliance, bake a cake, etc. or informs one on the process of how something has happened). I wanted to reemphasize the key features so I decided to bring in a bunch of food and "recipes." The recipes were not really recipes they were just lists of instructions on how to perform a task with food, such as the following:
Raisin Peanut Butter Apples
1. Rinse all of the apples
2. Cut each apple into 8 pieces, be sure to cut out the seeds
3. Spread the peanut butter over the top of the apples
4. Place the raisins in the peanut butter on top of the apples
5. Serve on a plate to your guests
I then split the students into groups of two or three and had them turn the instructions into a body paragraph. After completing the paragraph the students switched recipes with each other and proceeded to perform the tasks. This provided a great deal of interaction and I felt like we were able to get away from the - "just sit in your desks and write" style of a traditional writing class. After completing the tasks we were all able to socialize during break by eating the snacks and drinking hot chocolate - perfect for international students! In the second half of the class we completed an introductory paragraph together, read and corrected the body paragraphs that the groups did and completed a conclusion paragraph.
Upon reflection I think I will emphasize and model the body paragraph to the students - there were only a couple of groups that didn't include a topic sentence with their body paragraphs, but I felt like I didn't emphasize that enough and modeling always helps.
I felt like I was using a Communicative Teaching Approach in class. I thought that through the activities we were doing, including the exchanges between students that a majority of language components were being used as well as the real-life situation of following a recipe. The students did work on accuracy by writing a paragraph for someone else to use, but fluency was emphasized while everyone was eating and talking. I believe the students not only grasped the structure of their essays, but also were able to enjoy it and build on a lot of other functions as well.
I will continually pray for new ideas and ways to apply the materials in my courses.
Saturday, September 8, 2007
Teaching Post 9/2-9/8
Well, I am now done with my first official first week of teaching at MSU. Last week we continued with more English assesments, so I didn't get my full class time in. Anyway, I would have to say that everything went well, but I felt rushed on Thursday and I don't feel that I presented our subject matter as well as I should have. I think I spent too much time on essay basics, even though we didn't even get to finish what we had initially started in class and because of that I didn't have time on Thursday to get through the material I needed to for the homework assignment. Thankfully it's just a rough draft of an essay that's due for Tuesday so we will go through a "peer review" process and I should have an opportunity to explain the structure again to the class.
So far I don't think I can apply much directly from the reading, because I'm just teaching writing, but I do try to give the students a sense of ownership of their learning by working together on some activities and helping each other with editing. We also did an activity that required the students to move around and find different sentences to make up a paragraph. It was kind of a writing exercise without writing - just focused on structure. I believe that exercise would probably fall under TPR in a way.
I need to get some sleep so I can get up tomorrow and work on more homework.
Talk to you all later!
So far I don't think I can apply much directly from the reading, because I'm just teaching writing, but I do try to give the students a sense of ownership of their learning by working together on some activities and helping each other with editing. We also did an activity that required the students to move around and find different sentences to make up a paragraph. It was kind of a writing exercise without writing - just focused on structure. I believe that exercise would probably fall under TPR in a way.
I need to get some sleep so I can get up tomorrow and work on more homework.
Talk to you all later!
Initial Sources to be Used for My Project
Here are the first 5 sources that I have found for my multi-genre project.
Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background of a text. TESOL Quarterly, 15, 169-181. Retrieved September 8, 2007, from JSTOR database.
Kucer, S. (2001). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. London: Lawrence Erlbaum Associates, Publishers.
Pritchard, R. (1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25, 273-295. Retrieved September 8, 2007, from JSTOR database.
Singhai, M. (1998). A comparison of L1 and L2 reading: Cultural differences and schema. The Internet TESL Journal, 4. Retrieved September 8, 2007, from www.iteslj.org
Steffensen, M.S., Joag-Dev, C., & Anderson, R. (1979). A cross-cultural perspective on reading comprehension. Reading Research Quarterly, 15, 10-29. Retrieved September 8, 2007, from JSTOR database.
Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background of a text. TESOL Quarterly, 15, 169-181. Retrieved September 8, 2007, from JSTOR database.
Kucer, S. (2001). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. London: Lawrence Erlbaum Associates, Publishers.
Pritchard, R. (1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25, 273-295. Retrieved September 8, 2007, from JSTOR database.
Singhai, M. (1998). A comparison of L1 and L2 reading: Cultural differences and schema. The Internet TESL Journal, 4. Retrieved September 8, 2007, from www.iteslj.org
Steffensen, M.S., Joag-Dev, C., & Anderson, R. (1979). A cross-cultural perspective on reading comprehension. Reading Research Quarterly, 15, 10-29. Retrieved September 8, 2007, from JSTOR database.
Cultural Problems in Learning to Read in the Second Language
For my multi-genre project I have elected to do "Differences Between Learning to Read in First and Second Languages." I have narrowed this down to "Cultural Problems in Learning to Read in the Second Language." If you believe I should narrow it down even more I can pick a specific people group (ex. Japanese Cultural Problems in Learning to Read English).
I am facinated by how our culture effects everything that we do and especially the way we perceive things. Reading in a different language then the native language is very difficult, especially if one does not know the background or have the cultural knowledge required to understand the text properly. A good example of this includes social studies in our U.S. schools. Social studies is one of the most difficult subjects to teach ELLs because of all the background and cultural knowledge that one must already know to even understand basic historical concepts. Our literature is also full of passages that require one to understand the culture before they can even begin to make sense of the passage. I will greatly enjoy researching the cultural problems associated with reading in a second language.
Questions:
1. When learning to read English, what are the most difficult cultural problems that most ELLs experience?
2. What are the strategies that ELLs can use to navigate through material that is culturally different?
I am facinated by how our culture effects everything that we do and especially the way we perceive things. Reading in a different language then the native language is very difficult, especially if one does not know the background or have the cultural knowledge required to understand the text properly. A good example of this includes social studies in our U.S. schools. Social studies is one of the most difficult subjects to teach ELLs because of all the background and cultural knowledge that one must already know to even understand basic historical concepts. Our literature is also full of passages that require one to understand the culture before they can even begin to make sense of the passage. I will greatly enjoy researching the cultural problems associated with reading in a second language.
Questions:
1. When learning to read English, what are the most difficult cultural problems that most ELLs experience?
2. What are the strategies that ELLs can use to navigate through material that is culturally different?
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