Pedagogy of Teaching Speaking and Listening

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Pedagogy of Teaching Speaking and Listening by Mind Map: Pedagogy of Teaching Speaking and Listening

1. Speaking, Listening, and Language: Beliefs

1.1. “Their own ways of speaking serve as examples for serious study; their code-switching abilities are celebrated in their own right, not merely called upon to conform to the standards of academic English.”(Arevalo, 2019, p. 20)

1.2. Texts provide an opportunity for conversations about relevant, pressing social issues, centering student-authored texts in classrooms allows teachers to facilitate meaningful dialogue within the context of writing instruction”(Kissel, 2019, p. 76).

1.3. “Teachers have the potential to add a relevant tool of citizenship, scholarship, and productive resistance. Teachers can draw from texts that offer a pedagogy of persuasion that invites students to use language to help shape a better worlds. Students’uses of pencils, keyboards, and microphones offer educators the opportunity to reinforce the idea that actions matter and that persuasive rhetoric changes minds and practices”(Kissel, 2019, p. 81).

1.3.1. I believe that teachers should provide text sets that are relevant to students so they can become more engaged in rich conversations as they are learning improved ways to speak and listen to varieties of languages

2. Speaking, Listening, and Language: Curriculum

2.1. For curricula focused on language variation and ideologies to be sincere, appreciation of students’language varieties must exist separately from any attempt to leverage language skills for classroom use.”(Arevalo, 2019, p. 21)

2.2. “... All students, mainstream students included, will benefit from an examination of the power and politics of Standard English... Understanding the why behind their language use and the language use of others will help all students be more successful in the global marketplace” (Devereaux, 2015, pg. 38)

2.2.1. I believe the curriculum should include strategies, text, and lessons that allow students to explore the power language while incorporating the languages students are familiar with and bridge the multiple languages together.

2.3. “The study of language through literature or film can expose students to language in use in a particular context, helping them to acquire words, phrases, and language structures”. (Finders & Hynds, 2004, pg. 289)

3. Speaking, Listening, and Language: Instructional Methods

3.1. “When students have completed their papers, provide a forum in which they can share their writing (a classroom wiki or website, for example) and thus extend the critical conversation. You can also extend the critical conversation by having students exchange papers with students in another class or at another school, read them, and write responses (Smagorinsky, Johannessen, Kahn, & McCann, 2010, p. 69).”

3.2. Composing and performance with accompanying feedback model broadens examinations of spoken word in schools by acknowledging peers in classrooms as a particularly worthy and authentic audience, and the classroom as a community where identity and relational work is done.” (Woodward &Coppola, 2018, p.63).

3.3. Rather than focusing on the production of language, a descriptive approach trains student (and teachers) to receive and interpret language differently (Devereaux & Palmer, 2019, p. 74).”

3.3.1. I believe teachers should provide lessons that allow students to express themselves and communicate in various ways. Allowing students to explore their speaking and listening skills and providing multiple methods of feedback will allow students to be engaged in the process of learning about the variations of language.

3.4. “One way to encourage the reluctant writers who have been silenced and –and the not-so-reluctant writers who have found a safe but sterile voice –is to ask them to recount their experiences using their home languages in the text of the story in thesame way many published authors do.”(Christensen, 2017, p. 231)

3.5. “Students need to be able to write essays that define—and do the critical thinking this requires—to succeed in school and in life. We have found that using a structured process approach to writing extended definitions is a particularly effective way to teach them how.” (Smagorinsky, P., 2011, pg. 5)