1. Teaching Vocabulary
1.1. Strategies
1.1.1. Rich Instruction
1.1.1.1. This approach has students look into all parts of the word. It is quite thourough
1.1.1.2. This approach would work well with mortar terms that students would use quite frequently
1.1.2. Word Part Strategy
1.1.2.1. This allows students to understand the meaning anf the form of the word
1.1.2.2. This would work well with bigger or compound words
1.1.3. Key word Technique
1.1.3.1. This would allow students to use their common underlying proficiency
1.1.4. Chunking Words
1.1.4.1. This approach would work with common words but not with more specific words
1.1.5. Extensive Reading
1.1.5.1. This would work better with older children than it would with younger students
1.1.5.2. The more you read, the more you become familiar with vocabulary
1.1.6. Use a dictionary
1.1.6.1. This teaches students to become more independent
1.1.6.2. In my PSI, we encouraged students at the colony to use the dictionary to find words they weren't familiar with
1.2. Purpose
1.2.1. 600,000 word families in the English language.
1.2.2. Between the age 4 and 18, English speaking children generally learn 1000 words per year.
1.2.3. High level foreign language learners know around 2,000 words.
1.2.4. ELLS have a huge deficit in terms of English vocabulary
1.2.4.1. We need to teach vocabulary so that ELLS can participate fully in the realms of English
1.3. Vocabulary
1.3.1. Brick terms
1.3.1.1. subject-specific vocabulary
1.3.1.1.1. W need to explicitly teach these terms to students and not expect them to know
1.3.2. Mortar Terms
1.3.2.1. common academic terms
1.3.2.1.1. These terms are more important than mortar terms because they apply to many subjects
1.3.2.1.2. Mortar terms should be taught with more emphasis
2. Teaching Grammar
2.1. Old Practises
2.1.1. Audio-Lingual method
2.1.1.1. accurate pronunciation, pattern drills, communication
2.1.1.2. students would learn phrases through mimicry and memorization
2.1.1.3. stimulus, response, reinforcement
2.1.1.4. errors immediately corrected
2.1.1.5. introduced recorded dialogues that are still used today
2.1.1.5.1. recorded dialogues allow students to listen to people speaking English and engage with more fluent speakers
2.1.2. Grammar translation method
2.1.2.1. memorization of materials
2.1.2.1.1. students do not actually understand or are able to use what they have memorized
2.1.2.2. ineffectual in developing ability to communicate in target language
2.1.2.3. many practices influence language practice
2.2. Approaches
2.2.1. Inductive Approach
2.2.1.1. rules inferrerd from examples
2.2.1.2. specific to general
2.2.1.3. I would use the inductive approach for older students and easier to recognize forms of grammar
2.2.2. Deductive Approach
2.2.2.1. presentation of rule
2.2.2.2. general to specic
2.2.2.3. This approach would work well with all students and harder forms of grammar
2.2.3. Factors
2.2.3.1. age
2.2.3.1.1. for younger students, a deductive approach would most likely work better
2.2.3.2. complexity of grammatical form
2.2.3.3. similarity of form
2.2.3.3.1. When forms are too similar, the deductive approach is easier
2.2.3.4. familiarity with grammar rules
2.2.3.4.1. when students are familiar with grammar rules, it is easier to use the inductive approach
2.3. Focus of lesson
2.3.1. accuracy
2.3.1.1. correct application of grammar rules
2.3.2. fluency
2.3.2.1. speed and naturalness of language usage
2.3.3. complexity
2.3.3.1. level of sophistication of language used
2.3.4. teachers must decide what the focus of each grammar lesson will be
2.3.4.1. Deciding the focus depends on what the students need
2.4. Paradigms
2.4.1. teaching through practise
2.4.1.1. Presentation Practice Production
2.4.1.1.1. Assumes students learn in a linear fashion
2.4.1.1.2. communication as the end of the process
2.4.1.2. students can gain accuracy and then apply accuracy in increasingly less structured ways
2.4.1.3. scaffolding
2.4.2. teaching through awareness
2.4.2.1. consciousness-raising activities
2.4.3. teaching through usage
2.4.3.1. task-based language teaching
2.4.3.2. communication
3. Task-Based Teaching
3.1. focuses on communication
3.1.1. a lot of group work
3.1.1.1. Six-hats method in order for students to stay accountable
3.2. meaningful learning activities
3.2.1. inquiry projects that incorporate student interest
3.3. goal is completion of a task
3.4. more active members in learning process
3.4.1. Students take responsibility in their learning
3.5. planning process can be difficult
3.6. teacher has less control in the class
3.6.1. As a teacher, we need to allow students to take responsibility. This can be difficult because class may not work out like we imagine.
4. Content-Based Teaching
4.1. content is determined by subject being investigated
4.2. Different classes require a different vocabulary
4.2.1. subject-specific vocabulary requires explicit teaching
4.2.2. Use images and manipulatives in order to teach subject-specific vocabulary
5. Assessment
5.1. Language Benchmarks
5.2. European Language Portfolio
5.2.1. Self-Assessment
5.2.1.1. allows students to reflect on their own language learning
5.2.2. Trained and Committed Teachers
5.2.3. Intercultural experiences and awareness
5.2.4. Similar to our Ed Portfolios
5.2.4.1. created by the individual, not the teacher
5.2.4.2. there is a reflection/ self-assessment element
5.2.4.3. there are goals for the individual to achieve
5.2.5. As a teacher, I would like to incorporate some type of language portfolio because it:
5.2.5.1. gives students some ownership in their learning
5.2.5.2. acts as a record of the students' growth
5.3. Goal Setting
6. Culturally Responsive Teaching
6.1. Intercultural Competence
6.1.1. Awareness of different cultures
6.1.2. Ability to navigate different cultures
6.1.3. As teachers, we need to increase our intercultural awareness
6.2. What is Culture?
6.2.1. food
6.2.2. clothes
6.2.3. traditions
6.2.4. values
6.2.5. interpretive lens
6.2.5.1. people in different cultures interpret events and comprehend things differently
6.2.5.1.1. We need to be aware of the different lens that our students may possess
6.2.6. Big 'C' Culture
6.2.6.1. objective, tangible, surface culture
6.2.6.2. more commonly addressed in the classroom
6.2.6.3. important in providing contextual knowledge and facilitating the ability to communicate
6.2.6.4. interesting for students and motivating
6.2.6.4.1. Since Big 'C' culture is interesting for students, it can be used to introduce students to little 'c' culture
6.2.6.5. bad, only tolerance. results in superficial attention being given to cultural difference
6.2.7. Little 'c' culture
6.2.7.1. communications style, values, beliefs, worldviews
6.2.7.2. subjective, tacit, deep culture
6.2.7.3. has more of an impact on communication and cross cultural awareness
6.2.7.4. classroom integration
6.2.7.4.1. body language, communication styles, time and personal space, attitudes to competition, values and beliefs systems
6.3. Different approaches and strategies
6.3.1. teacher as facilitator of inquiry, not a source of knowledge
6.3.2. experiential
6.3.3. ongoing process
6.3.4. explore non-linguistic cultural meanings
6.3.4.1. context and body language
6.3.5. avoid overgeneralizations
6.3.6. assimilation
6.3.6.1. learners are expected to conform to the norms of dominant group
6.3.6.2. english only language welcomed in classroom
6.3.6.3. white norms as only norms
6.3.6.4. residential schools
6.3.7. multicultural
6.3.7.1. approach that encourages acceptance and tolerance for cultural difference
6.3.7.2. looked as good in Canada
6.3.7.2.1. This surface value tolerance is looked at as good because it is better than the assimilation approach that we used to have.
6.3.7.2.2. This approach doesn't address the inequalities that are present with the BIPOC peoples in Canada
6.3.7.3. big 'C' culture
6.3.8. intercultural
6.3.8.1. the value of cultural heterogeneity in expanding ways of knowing and being
6.3.8.2. diversity as a means to broaden understanding
6.3.8.3. celebrates cultural difference as a contributing factor to student learning
6.3.8.4. this is an approach we could use with students of all ages
6.3.8.4.1. celebrate the cultures of all students by talking about values, beliefs, ways of learning, etc
6.3.9. critical
6.3.9.1. recognizes the power imbalance between different cultural groups, seeks to reveal sources of the imbalance (historical, contemporary)
6.3.9.2. provides space for silenced voices/ discourses to emerge
6.3.9.3. have students inquire into why things are the way they are in Canada
6.3.9.3.1. could easily tie social studies courses in
6.3.9.4. this may be better for older students than it would be for younger students
6.3.10. socioculturally conscience
6.3.10.1. a person's worldview is not universal
6.3.10.2. How we can deal with our unconscious biases:
6.3.10.2.1. Know them well. Recognise that they exist
6.3.10.2.2. Think critically. Look at problems like diamonds with multiple facets
6.3.10.2.3. Challenge our assumptions and traditions
6.3.11. have affirming views of students from diverse backgrounds
6.3.12. see themselves as responsible for and capable of bringing about change to make schools more equitable
6.3.13. understand how learners construct knowledge and are capable of promoting knowledge construction
6.3.14. know about the lives of their students
6.3.14.1. this can be done through creating learner profiles
6.3.15. design instruction that builds on what their students already know while stretching them beyond the familiar
6.3.15.1. incorporate activities and texts that showcase different cultures and ways of being/thinking
6.3.15.1.1. Indigenous Texts/ activities
6.3.15.1.2. looking at architecture around the world and describe the patterns using mathemtical words
6.4. Response-able Pedagogy
6.4.1. creates a supportive, inclusive learning environment
6.4.1.1. promote holistic growth
6.4.1.1.1. relational teaching, not fixed
6.4.1.1.2. trial and error
6.4.1.1.3. Maslow's Hierarchy of needs
6.4.1.1.4. Community building activities
6.4.1.2. value diversity
6.4.1.2.1. classroom rules
6.4.1.2.2. representation in classroom material
6.4.1.2.3. cooperative classroom structures as opposed to competitive classroom structures
6.4.2. builds bridges to learning
6.4.2.1. strength-based approach
6.4.2.1.1. if teachers do not demand excellence, students will not perform as well as they could
6.4.2.1.2. critically analyze our own beliefs and perspectives in the classroom
6.4.2.1.3. recognize the skills and knowledge that students bring to the classroom
6.4.2.2. relevant and relatable instruction
6.4.2.2.1. scaffold learning
6.4.2.2.2. use students' interests as the beginning part of instruction
6.4.2.2.3. use different modalities
6.4.2.2.4. use funds of knowledge to guide instruction
6.4.3. promotes a rich linguistic environment
6.4.3.1. optimize language exposure
6.4.3.1.1. comprehensible input
6.4.3.1.2. use consistent, simple language
6.4.3.1.3. negotiation
6.4.3.2. encourage varied language usage
6.4.3.2.1. cognitive academic language proficiency
6.4.3.2.2. make students aware of the appropriacy of language usage in different settings
6.4.3.2.3. adjust cognitive complexity or contextual cues
6.4.3.2.4. scaffolding
7. Linguistically Responsive Teaching
7.1. students encouraged to use their linguistically diverse knowledge to explore topics
7.1.1. How are English and student's native language similar? How are they different?
7.2. Common Underlying Proficiency
7.2.1. learning different languages requires a common understanding of different concepts
7.2.2. students' different language learning experience helps them to learn English
7.2.3. as a teacher, we can tap into the students' different languages an discuss the similarities and differences with English