English Oral Proficiency

Natural approach when teaching ESL/ELD:

The focus of instruction is on basic interpersonal communication. Classroom time is used exclusively to practice communication and should encourage active learning; the teacher creates situations in which students are motivated to communicate. Comprehension is facilitated by using Total Physical Response (TPR), visual aids, realia, gestures and commands for action. The students must feel comfortable before speaking in their second language.

Teacher expectations / strategies:

The teacher should accept all answers, avoid error correction, allow for silent period, model correct speech and provide an acquisition-enriched environment. They should perceive that all students can and will achieve (LEP students are still acquiring English skills and will so for 5-7 years before transitioning--Cummins `81). The teacher should not force speech until the student is ready, but should value all non-verbal attempts to communicate.

Teaching techniques:

Optimize the visual input; use body language; enunciate; repeat; review; use short sentences; exaggerate intonations; stress 5-7 vocabulary words at a time; maintain low anxiety level; stress participatory learning; use comprehensible input; include student experiences; discuss cultural differences when appropriate; and use cooperative learning groupings.

Four Stages of Language Development

1. Preproduction: physical response only, silent period, depends heavily on context, asks yes/no questions, draws/shows answers, comprehends key words only.

   Student Activities: observe, classify, collect, categorize, assemble, construct.

2. Early production: one or two word responses, such as who, what, which one, where, simple sentences.

   Student Activities: name, give examples, describe, restate, map, and dramatize.

3. Speech emergence: simple sentence responses, good comprehension, limited vocabulary.

   Student Activities: skills in describing, retelling, comparing, contrasting, defining, summarizing, reporting, open dialogue, role playing, student authored books, group stories, and story mapping.

4. Intermediate fluency: reading and writing activities are incorporated into the lesson (Specially Designed Academic Instruction in English -content area).

   Student Activities: relate, outline, explain, rewrite, illustrate, expand vocabulary, use simple/complex sentences and higher order thinking skills.

The focus is on providing cognitive academic language instruction in the content area. The teacher begins with what the students already know, and then uses simplified speech, contextual clues, task-function orientation, and interactive activities to get across the concepts being taught. Teaching tips include the use of short sentences, comprehensible English, repeated vocabulary, body gestures, visuals and manipulatives. The teacher should avoid use of idioms and slang expressions. It is very important to ask questions to check for comprehension at frequent intervals during the lesson.

Student activities include: cooperative grouping, emphasis on communication and task-orientation.

Sample skills: classification, compare/contrast (Venn Diagram), cause/effect, clustering, controlled vocabulary.

These techniques will assist the Limited English Proficient student to learn in a second language, as compared to just learning the second language.

Self-Image and Multicultural Learning

• As a teacher is presenting the content area lesson, it is important to keep in mind the unique interpersonal relationships among students from different cultures and language groups. Key words are: sensitivity, respectfulness, acceptance, acknowledgment, and non-discrimination.

• Avoid inadvertently sounding too patronizing or condescending. Try not to pat the student on the shoulder or arm, or demand that the student look directly at you, since in many cultures any kind of public physical contact is forbidden and is considered a sign of disrespect.

• Multiculturalism should be woven throughout the core program with activities and culturally appropriate content in all areas of the curriculum. Literature should especially be used to provide examples of successes, connections and contributions from a variety of groups.

• If possible, instruction should involve the student and community, thereby encouraging effective home-school partnerships and promoting cross-cultural understanding and positive self-image for all major language and cultural groups in the schools. (E.g., students' parents and grandparents can supply details on family customs.)

• The primary language should be used and acknowledged as a positive aspect of the students' background and an important instrument for communication of academic information. Use volunteers or peer tutors to ensure the best possible language development program. Have non-native speaking and native speaking students work in mixed groups so that the status of all students is enhanced by organizing activities in which both groups work cooperatively and independently towards a common goal.

Concept / Objective:

The earth revolves around the sun. Students will act out the "earth's" revolution around the "sun." They then construct their own model of the sun and earth, and show its path of revolution.

Teaching Strategies:

Use exaggerated physical gestures, simple comprehensible English, lower the anxiety level, and involve all students.

Student Actions:

Use Total Physical Response (TPR), pointing, jumping, walking, showing, drawing, constructing.

Materials:

Large yellow balloon, small model globe
8-9 inch diameter yellow balloons (one for each student)
1 inch diameter styrofoam balls (one for each student)
Toothpicks
Modeling clay
Poster boards, card board (9 X 12 inch)

Directed Lesson:

Students form a circle with the teacher or student in the center of the circle.

The teacher shows posters and visuals of the sun and earth, models the sun with a large yellow balloon and says, "This is our sun, it is very large, it is very hot."

Then the teacher models the earth with the globe and says "This is our earth, it is smaller than the sun, it is not too hot or too cold, it travels around the sun and it travels around, or revolves around the sun."

After the teacher models the revolution, a student in the center holds the model sun, while the rest of the students pass the model globe around the circle as the teacher narrates the process. Students are called upon to point to the sun and to the earth.

Group Follow-Up Lesson:

Students use markers to color their styrofoam ball "earth" and blow up their model "sun" balloon. Students scotch tape their "sun" to the center of a piece of poster board. Next, they stick the "earth" on top of the toothpick and use a piece of clay to secure the toothpick to the poster board .

Concept / Objective:

The Earth's rotation on its axis causes night and day. Students will act out the process of night and day using a flashlight and a model globe. Afterwards, they will make a collage of things to do during the day and at nighttime.

Teaching Strategies:

Physical gestures, simple comprehensible English, repeat controlled vocabulary, and hands-on activities.

Students Actions:

TPR, pointing, singing, describing, dramatizing, naming, using short phrases, and one- or two-word answers.

Materials:

1 large flashlight or lamp
Model globe
Separate pictures or small photos of a student and teacher

Directed Lesson:

Students form a circle with the teacher or student holding the globe in the center of the circle.

The teacher asks, "Do we see the sun at night?" (no) "When do we see the sun?" (during the day)

Discuss and describe the parts of the earth, having the students point out the water, land, California, etc. Put the photo of the student on one side of the earth (California), and put the teacher's photo on the other side of the earth (China).

Turn on the flashlight or lamp and then darken the room. Hold the earth (facing China) in front of the flashlight and ask, "Is the sunlight on the teacher or on the student?" (teacher) "The sun is not shining on the student's side of the earth. It is day on the teacher's side of the earth because the sun is shining there. When there is sunlight, it is day. Where there is no sunlight, it is night."

Have the students act out and repeat the process for day and night for the student and teacher.

Group Follow-up Activities:

Students work in cooperative groups and use magazine pictures, markers, photos, etc. to design a "DAY" collage and a "NIGHT" collage. Think of and sing songs with "day" or "night in them.