ESOL Praxis Planning & Implementing Instruction questions and answers

direct/natural method - method of language instruction - based on the principle that L2s should be acquired in much the same way as L1s - skills are slowly developed as students acquire targeted vocab through repeated exposure to authentic language usage, supported by pictures, objects, & pantomime - oral language skills are emphasized, but students are not required to speak; instead, teachers provide students with materials to create a stress-free learning environment - proponents of this method believe that if students are not forced to speak and are provided with sufficient comprehensible input, they will produce comprehensible output when they are ready - ≠direct instruction - students learn grammar through induction - usually begins with exposure to simple questions aimed at eliciting simple responses in the target language (then more difficult questions) - focus is never on grammatical structure; instead, the key objective is to create a wide vocabulary base with the understanding that grammar & syntax will be mostly learned through induction & practice - culture also important, but students' native languages never used - learning material often first presented with pictures, actions, or other visual cues to aid students in making connections between the target language & their prior knowledge induction the process of students figuring out the rules of the language as they acquire speaking & listening skills, learning through a combined process of imitation and trial & error grammar-translation method - method of language instruction - orig. intended to assist students in reading & translating of foreign language literature - by teaching in students' native languages & concentrating on grammatical rules of a target language, instructors help students recognize similarities b/n their native & learned languages, aiding them in understanding grammatical rules & acquiring new vocabulary - emphasizes translating b/n languages in activities that allow students to develop strengths in reading & writing, believed to aid students in achieving greater accuracy in their use of the target language - proponents believe that the development of reading skills increases students' vocabularies, allows for greater understanding of figures of speech & idiomatic expressions, enhances interpretation abilities, & allows students to produce strong written work in the target language audio-lingual method (ALM) - oral-based approach to language instruction developed by linguists & behavioral psychologists - orig. intended for military use - much like direct method, teaches target language through repetition - students engage in repetitive exercises that emphasize grammatical structural patterns & vocabulary & focus on key phrases & significant dialogue that are considered most useful to particular circumstances - based in behavioral theories of psychology (learners earn rewards for encouragement; incorrect responses are disregarded to be repressed) - proposes that through this series of purposeful rewards, students learn the necessary components of successful interaction - instructors move on to new vocabulary & topics when they are confident students have grasped the previous material communicative approach a combination of several methods of language instruction based on the notion that successful language acquisition comes from the need to communicate real meaning Communicative Language Teaching (CLT) - an approach to language teaching methodology under the category of communicative approach that focuses on students' abilities to communicate through interactions in the target language - students use authentic texts & realistic scenarios to practice skills they would use outside the classroom - students are encouraged to consider personal experiences in an attempt to link their new learning to their prior knowledge, thus developing a greater understanding of the material (practices help students develop communicative competence) communicative competence a person's knowledge of grammar & syntax, as well as his or her ability to interpret & execute appropriate social behaviors & conversational elements such as idiomatic expressions & cultural slang task-based instruction (TBI) - instructional method under the category of communicative approach - Lessons are designed around the completion of tasks that are either assigned by instructors or selected by students; tasks are usually defined as activities that are carried out by learners using their language knowledge and resources (activities have real outcomes) total physical response (TPR) - Instructional method that provides students particularly beginning language learners, with the opportunity to acquire language skills by listening to and following spoken commands - instructors also model commands & repeat them as students carry them out, using facial expressions & gestures to help students understand what they are supposed to do - students are not required to speak, only to follow the commands silent way - instructional method based on the idea that language learning should be much like problem-solving & discovery learning - teachers are as silent as possible during lessons in order to promote student participation & experimentation & to concentrate on the learning over the teaching - using gestures & minimal speech, teachers focus students on specific goals or activities & elicit responses that students are then encouraged to correct for themselves - translation, repetition, & rote memorization are avoided, & students are encouraged to pay particular attention to their pronunciation - teachers avoid using praise or criticism so that students develop a sense of self-reliance - often uses manipulatives (Cuisenaire rods, Fidel charts, sound-color charts) Cuisenaire rods sets of colored rods of different lengths that can be manipulated to demonstrate prepositional relationships, make comparisons, represent objects, and even form models Fidel charts displays of English words, arranged according to their sounds Push-in ESOL programs - when ESOL teachers travel to content classrooms, providing additional support and services to language learners; intended to maximize the time English language learners spend in general education content classrooms - teachers may use one-on-one instruction, assign small-group work, or aid the content teacher in delivering whole-group instruction co-planning occurs when one or more professionals collaborate to construct unit and/or lesson plans (most effective ESOL teachers do this with content teachers) team-teaching - an effective way that ESOL teachers implement a push-in model - each teacher plays an important role, & they take turns delivering lessons to the class: classroom teacher=content expert, ESOL teacher=expert in creating accommodations for language learners - ESOL teacher leads classroom teacher in scaffolding & differentiating for the language learners in the class - considered one of the most effective models for pushing-in, as it provides both teachers the opportunity to actively contribute, creating an environment in which students receive plentiful support one-on-one instruction when ESOL teachers work individually with language learners pull-out programs - when certified ESOL teachers take small groups of students from their content area classrooms for limited portions of the school day - most common in elementary schools