"Languages are an essential means through which we communicate and learn. They provide individual...
1. Q.E.P. Documents
1.1. Quebec Education Program
1.1.1. Public Schools
1.1.1.1. Full adhesion
1.1.2. Private Schools
1.1.2.1. Partial adhesion
1.1.3. Non-MELS
1.1.3.1. N/A
1.2. Progression of Learning
1.2.1. Construction
1.2.1.1. Students constructs knowledge
1.2.2. Application
1.2.2.1. Students apply knowledge
1.2.3. Re-Investment
1.2.3.1. Students re-use gained knowledge in different contexts
1.3. Scales of Competencies
1.3.1. Achieve the highest level per competency by end of Secondary education
1.4. Report Card
1.4.1. EXAMPLE
1.4.2. For Parents
1.4.2.1. child adademic achievements
1.4.3. For Students
1.4.3.1. measuring performance versus expected outcome
1.4.4. For Teachers
1.4.4.1. communicates results of collaborative learning
1.5. Professional Competencies
1.5.1. Most Important Ones...
1.5.1.1. C1
1.5.1.1.1. to inherit and criticize
1.5.1.2. C3
1.5.1.2.1. to develop
1.5.1.3. C4
1.5.1.3.1. to pilot
1.5.1.4. C5
1.5.1.4.1. to evaluate
1.5.1.5. C12
1.5.1.5.1. to behave professionally
2. Planning for Learning
2.1. Learning Purpose
2.2. Prior knowledge
2.2.1. Preparing for learning
2.2.2. during task
2.2.3. reflection
2.3. Opener / Warmer / Icebreaker
2.4. Closer / Change of pace /Reseating
2.5. Input and Output
2.5.1. skills
2.5.1.1. input
2.5.1.1.1. listening
2.5.1.1.2. reading
2.5.1.2. output
2.5.1.2.1. speaking
2.5.1.2.2. writing
2.5.2. lesson
2.5.2.1. teacher
2.5.2.1.1. input
2.5.2.2. student
2.5.2.2.1. output
2.6. Integrated skills
2.6.1. macroskills are used interdependently
2.7. Authentic vs pedagogical task
2.8. Differentiation
2.8.1. High ability
2.8.1.1. ex.: super achievers
2.8.2. Low ability
2.8.2.1. ex.: marginal pass
2.8.3. Different ability
2.8.3.1. ex. hearing impairment
2.8.3.2. ex.: autism
2.8.3.3. ex.: ADHD
2.9. Routines
2.10. Classroom management
2.11. 3 stages
2.11.1. Preparing
2.11.1.1. routines
2.11.1.2. hook
2.11.1.3. opener
2.11.2. Carrying out
2.11.2.1. authentic
2.11.2.2. pedagogical
2.11.2.3. purposeful
2.11.2.4. washback
2.11.3. Integrating
2.11.3.1. routines
2.11.3.2. closer
2.11.3.3. homework
2.11.3.4. acquired knowledge in new context
2.12. Related content
2.12.1. culture
2.12.1.1. ex.: World Monuments
2.12.2. language repertoire
2.12.2.1. ex.: Question Words
2.12.3. strategies
2.12.3.1. ex.: self evaluation
2.12.4. processes
2.12.4.1. ex.: written opinion letter
2.12.5. texts
2.12.5.1. ex.: Tourism websites
2.13. pronunciation
2.14. grammar ,
2.15. language processes
2.16. learning strategies
2.17. Evaluation
2.18. Vocabulary
2.19. Assessment
2.19.1. effective strategy use
2.19.2. effective competency development
2.19.3. possible venues for instruction
2.19.4. students' affective domain
2.19.5. pedagogical tools
2.19.6. classreoom management
3. Pedagogical approaches
3.1. Case-based
3.1.1. ex.: A student wants to prepare to leave the family home. - Create a plan of action with appropriate checklists of necessary preparations
3.2. Inquiry-based
3.2.1. ex.: What are different renewable energies used in Canada. - Search the Internet for information.
3.3. Project-based
3.3.1. ex.: How would you clean the Gulf after the disaster. - Create a proposal to submit to the government using factual research
3.4. Resource-based
3.4.1. ex.: What is the most important influences on spending in families. - Create a list of proposed budget for itemization.
3.5. Game-based
3.5.1. ex.: What sports do teens prefer? - Fill this crossword puzzle using the sports vocabulary.
4. Learning preferences
4.1. Visual
4.1.1. heavily influenced by IMAGES
4.1.1.1. ex.: Video Report
4.2. Aural
4.2.1. heavily influenced by SOUNDS
4.2.1.1. ex.: Radio Interview
4.3. Verbal
4.3.1. heavily influenced by SPEAKING
4.3.1.1. ex.: presentations
4.4. Physical
4.4.1. heavily influenced by MOVEMENT
4.4.1.1. ex.: Work stations
4.5. Logical
4.5.1. heavily influenced by REFLECTION
4.5.1.1. ex.: puzzle solving
4.6. Social
4.6.1. heavily influenced by INTERACTION
4.6.1.1. ex.: Role-Play
4.7. Solitary
4.7.1. heavily influenced by INDIVIDUAL
4.7.1.1. ex.: Essay
5. Affective Domain
5.1. Receiving
5.1.1. getting feedback
5.2. Responding
5.2.1. contributes with comments
5.3. Valuing
5.3.1. sharing own opinions while valuing others'
5.4. Organizing
5.4.1. accepts different viewpoints and creates new ones
5.5. Internalizing
5.5.1. collaborates with others
6. Domains of language
6.1. Pragmatics
6.1.1. language in use in context
6.2. Semantics
6.2.1. meaning of the words
6.3. Form
6.3.1. Syntax
6.3.1.1. arrangement of words
6.3.2. Morphology
6.3.2.1. the correct spelling of words
6.3.3. Phonology
6.3.3.1. the correct pronunciation of words
7. Learning Strategies
7.1. Self-regulation
7.2. Self-evaluation
7.2.1. Student
7.2.2. Teacher
7.2.2.1. through questionnaire
7.2.2.2. through journaling
7.2.2.3. through portfolio
8. Meaning vs Form
9. Monologue vs Dialogue
10. Authentic task vs Pedagogical task
11. Productive Skill
11.1. Speaking
11.1.1. ex.: Tell me about your hobbies
11.2. Writing
11.2.1. ex.: Write about your favorite vacation
12. Authentic text vs Pedagogical text
12.1. Authentic
12.2. Pedagogical
13. Bottom-up processing
13.1. "perception starts at the sensory input, [...] perception can be described as data-driven
14. Macroskill: Speaking
14.1. Reciprocal Communication
14.1.1. C1 Target - Interact Orally
14.2. Interactional vs Transactional
14.2.1. Interactional
14.2.1.1. ex.: have a conversation with your partner about...
14.2.2. Transactional
14.2.2.1. ex.: Find out what your partner likes about school and compare their answer with yours.
14.3. Acquired
14.3.1. "The only way to develop it, is to use it."
15. Macroskill: Listening
15.1. Authentic tasks vs Pedagogical task*
15.1.1. Authentic
15.1.2. Pedagogical
15.1.3. non-pedagogical
15.1.3.1. consequence
15.1.3.1.1. STAY AWAY!
15.1.3.2. reward
15.1.3.2.1. ONLY IN VERY RARE OCCASIONS!
15.2. Monologue vs Dialogue*
15.2.1. Monologue
15.2.2. Dialogue
15.2.3. Group discussion
15.3. Meaning vs Form*
15.3.1. Meaning
15.3.2. Form
15.3.3. Texts
16. Grammar
16.1. Meaning vs form
16.1.1. Meaning
16.1.1.1. ex.: "He is there, yesterday."
16.1.2. Form
16.1.2.1. ex.: "He WAS there yesterday."
16.2. Inductive vs deductive
16.2.1. Inductive
16.2.1.1. from specific to general
16.2.2. Deductive
16.2.2.1. from general to specific
16.3. Authentic vs pedagogical task
16.3.1. Authentic
16.3.1.1. ex.: Use the past to describe your last trip
16.3.2. Pedagogical
16.3.2.1. ex.: Correct the following text, put the verbs in the past.
16.4. Drilling
16.4.1. repetitive grammar exercises
16.4.1.1. NOT MY FAVORITE...
16.5. Corrective feedback
16.5.1. explicit
16.5.1.1. ex.:"It's tough, not tuff"
16.5.2. recast
16.5.2.1. ex.: "The steak was TOUGH"
16.5.3. elicitation
16.5.3.1. ex.: "What is another word for hard?"
16.5.4. metalinguistic
16.5.4.1. ex.: "I am looking for an adjective, the opposite of easy"
16.5.5. clarification
16.5.5.1. ex.: "Sorry, what was that word again?"
16.5.6. repetition
16.5.6.1. ex.: "The steak was...TUFF?"
16.5.7. modelling
16.5.7.1. ex.: "The steak was TOUGH." - "The steak was tough."
16.6. Accuracy
16.6.1. the correct form
17. Pronunciation
17.1. Word stress
17.1.1. weak
17.1.1.1. individual word
17.1.1.1.1. ex. 'a' car
17.1.1.1.2. ex.: 'the' pot
17.1.1.2. within the word
17.1.1.2.1. ex.: pa'rody'
17.1.1.2.2. ex.:'pur'port
17.1.2. strong
17.1.2.1. individual word
17.1.2.2. within the word
17.1.2.2.1. ex.:'flow'er
17.1.2.2.2. ex.: car'toon'
17.1.3. emphasis
17.1.3.1. proscribed
17.1.3.1.1. ex.: 'i'cicle, not i'ci'cle
17.1.3.2. content
17.1.3.2.1. ex.: I 'ATE' my car
17.1.3.3. effect
17.1.3.3.1. ex.: That is 'FAN'-tastic!
17.2. Sentence stress
17.2.1. Content
17.2.1.1. ex.: you 'ATE' my 'SOUL'
17.2.2. Structure
17.2.2.1. EXAMPLE
17.2.3. Timing
17.3. Content words
17.3.1. stress
17.3.2. meaning
17.3.3. vocabulary
17.4. Structure words
17.4.1. pronouns
17.4.2. articles
17.4.3. determiners
17.5. Intonation
17.5.1. Speech
17.5.2. Diction
17.5.3. Elocution
17.5.4. Delivery
17.5.5. Articulation
17.5.6. Timing
17.5.6.1. Presentations
17.5.6.2. Discussions
17.5.6.3. Speeches
17.5.6.4. Debates
17.5.6.5. Informal
17.6. Phonemes
17.7. Monothong
17.8. Dipthong
18. Vocabulary
18.1. Lexis
18.1.1. all the words in a language
18.1.1.1. ex.: vocabulary pertaining to food
18.2. Active
18.2.1. words you understand and use
18.2.2. noticing and testing
18.3. Passive
18.3.1. words you understand but don't use
18.3.2. words aborbed through content
18.4. Collocations
18.4.1. grouping of words that usually go together
18.4.1.1. ex.: pick up
18.5. Cognates
18.5.1. common etymological origin
18.5.1.1. ex.: respond
18.6. False cognates
18.6.1. seem to have common origin, but do not
18.6.1.1. ex.: adverstisment
19. Circles of Influence In ESL
20. shared sub-skills
21. shared sub-skills
22. shared sub-skills
23. The learner
23.1. Language, the learner, and the school
23.2. Educational psychology: focus on the learner
23.3. Learning and the learner
23.4. Phonetic imitation, accent, and the learner
23.5. Best practices for the learner-centered classroom
24. The system
25. The skills
25.1. Micro
25.2. Macro
26. Q.E.P. Curriculum
26.1. Broad Areas of Learning
26.1.1. "To develop a world view"
26.2. Cross-curricular competencies
26.2.1. Reaching acroos disciplines
26.3. Subject-specific competencies
26.3.1. C3 - Writes and Produces Texts
26.3.1.1. Uses a personalized writing process
26.3.1.2. Uses a personalized production process
26.3.1.3. Builds a personal inventory of writing and production resources
26.3.2. C2 - Reinvests Understanding Of Texts
26.3.2.1. Constructs meaning of text
26.3.2.2. Represents understanding of text
26.3.2.3. Listens to, reads, and/or views texts
26.3.3. C1 - Interacts Orally In English
26.3.3.1. Initiates, reacts to, maintains, and ends oral interaction
26.3.3.2. Expands a personal language repertoire
26.3.3.3. Constructs the meaning of the message
26.4. Response Process (MELS)
26.4.1. Measures for output
26.5. Related content
26.6. ESL core/ EESL
26.6.1. Sec Cycle 1
26.6.1.1. Year 1
26.6.1.1.1. 12-13
26.6.1.2. Year 2
26.6.1.2.1. 13-14
26.6.2. Sec Cycle 2
26.6.2.1. Year 1
26.6.2.1.1. 14-15
26.6.2.2. Year 2
26.6.2.2.1. 15-16
26.6.2.3. Year 3
26.6.2.3.1. 16-17
26.7. Learning Evaluation Situation
26.7.1. L.E.S.
26.8. Evaluation Situation
26.8.1. Evaluating what has been learned
27. Roles
27.1. Teacher talk
27.1.1. Intonation
27.1.2. Timing
27.1.3. Emphasis
27.2. Instructions
27.2.1. How to...
27.2.1.1. PERFECTING THIS SKILL IS KEY!
27.3. Handouts and materials
27.3.1. approved
27.3.2. authentic
27.3.3. from scratch
27.3.4. non-approved
27.4. Timing
27.4.1. sense of urgency
27.4.2. goals are clear
27.4.3. smooth transitions
27.4.4. materials are ready
27.4.5. instructions are visual
27.4.6. check understanding
27.4.7. choose most effective type of teaching
27.4.8. choose most effective type of teaching
27.5. Gestures and body language
27.5.1. non-verbal ways of communicating...
27.6. Voice - Tone - Loudness
27.7. Planning and regulating for learning
27.7.1. Planning
27.7.2. Regulating through self-assessment
27.8. Using available resources
27.8.1. Texts
27.8.2. Objects
27.8.3. People
27.9. Regulating teaching and learning
27.10. Mentor
27.10.1. How to...
27.11. Model
27.11.1. Linguistic model
27.11.2. Social model
27.12. Coordinator
27.12.1. Managing all roles and pedagogical tasks
28. Evaluation
28.1. Reporting
28.1.1. Developing an effective Evaluation Report
28.1.1.1. the WHAT
28.1.1.2. the HOW
28.1.1.3. The WHY it matters
28.2. Of learning
28.2.1. Evaluation framework
28.3. For learning
28.3.1. Formative Assessments
28.4. Profesional judgement
28.4.1. Value Assigned to the Profesional Judgement of Teachers
28.5. Summative
28.5.1. end of cycle outcomes
28.5.2. grade reporting
28.5.3. ministerial examiniations
28.6. Evidence
28.6.1. collection
28.6.1.1. through assessments
28.6.2. analysis
28.6.2.1. progress and final
28.6.3. reporting
28.6.3.1. individual task grade
28.6.3.2. summative report card
28.6.4. adjustment
28.6.4.1. to move forward/continue progression
28.7. Provincial evaluations
28.8. Alignment
29. Classroom Management
29.1. Routines
29.1.1. lesson
29.1.2. tasks
29.1.3. evaluation
29.2. Discipline/Bumps
29.2.1. prevention
29.2.2. reaction
29.2.3. beyond discipline
29.3. Grouping
29.3.1. Workstations
29.3.2. Group work
29.3.3. Pair work
29.3.4. Individual work
29.4. Seating
29.5. Collaborative environment
29.6. Motivation
29.6.1. extrinsic
29.6.1.1. from outside the learner
29.6.1.1.1. ex.: getting praised by parents
29.6.2. intrinsic
29.6.2.1. from inside the learner
29.6.2.1.1. ex.: satisfying curiosity
30. Assessment
30.1. For learning
30.1.1. Needs analysis
30.1.2. Improvement of teaching
30.1.3. Adapting to students
30.2. As learning
30.2.1. Learner centered
30.2.2. Use of strategies
30.2.3. Model evaluation methods
30.3. Assessment criteria
30.3.1. Clear
30.3.2. Concise
30.3.3. Content driven
30.4. Learning outcomes
30.4.1. Framework of Evaluation of Learning
30.5. Formative vs summative
30.5.1. Formative
30.5.1.1. Low-stakes
30.5.1.2. for learning
30.5.2. Summative
30.5.2.1. high-stakes
30.5.2.2. for grading
30.6. Regulation of learning
30.6.1. use of strategies
30.7. Holistic rubric
30.7.1. Formative
30.7.2. Peer-assessment
30.7.3. Self-assessment
30.8. Analytical rubric
30.8.1. Summative
30.8.2. Ministerial examinations
30.8.3. Writing
30.8.4. Speaking
30.9. Feedback
30.9.1. Formative
30.9.1.1. Grades
30.9.1.2. Comments
30.9.1.3. Notes
30.9.2. Corrective
30.9.3. Summative
30.9.3.1. Report card
30.9.3.2. Ministerial examinations
30.10. Alignment
30.10.1. learning purpose with assessment obejectives
31. Succesfull Acquisition
31.1. Prior knowledge
31.1.1. pre-task
31.1.2. while task
31.1.3. pist task
31.1.4. concept remodelling
31.2. Meaningful
31.2.1. authentic tasks
31.3. Purposeful
31.3.1. learner centered
31.4. Adolescent
31.4.1. inwardly focused
31.5. Scaffolding
31.5.1. reduced over time
32. Language Strategies
32.1. Communicative
32.1.1. verbal
32.1.2. non-verbal
32.1.3. visual
32.2. Linguistic
32.2.1. output
32.2.1.1. Spoeaking
32.2.1.2. Writing
32.3. Non linguistic
32.3.1. output
32.3.1.1. Pictures
32.3.1.2. Process
32.3.1.3. Graphs
33. Accuracy vs Fluency
33.1. Accuracy
33.1.1. focus on form
33.2. Fluency
33.2.1. focus on meaning
34. Output
34.1. Productive
34.1.1. Speaking
34.1.2. Writing
34.2. Response Processes
35. Response process (MELS)
35.1. through Oral Interaction
35.2. through the Understanding of Texts
35.3. through the Writing of Texts
36. Top-down processing
36.1. "pattern recognition through the use of contextual information"
37. Input
37.1. prompt
37.2. hook
37.3. problem to solve
38. Receptive Skill
38.1. Listening
38.2. Reading
39. Macroskill: Reading
39.1. Strategies
39.1.1. Predict
39.1.2. Visualize
39.1.3. Question
39.1.4. Connect
39.1.5. Identify
39.1.6. Infer
39.1.7. Evaluate
39.2. For general information
39.2.1. Skimming
39.3. For specific information
39.3.1. Scanning
40. Macroskill: Writing
40.1. Process approach
40.1.1. How student organize their writing
40.2. Product approach
40.2.1. what students write about
40.3. Taught/Learned
40.3.1. what is learned versus what is taught, not the same thing...
40.4. Low-stakes writing
40.4.1. practice through tasks that are not for grades
40.5. Distance in Space and Time
40.5.1. thinking about who reads the writing