Monday, February 27, 2012
Extra blog points available for doing any of the following:
- participating in linguistics experiments (that you are not getting credit for in another class or being paid for; more information on specific opportunities coming soon) (~1 point per experiment)
- attending parts of UTASCILT (1 point per session attended, must check-in with Cindy, if getting credit for another class, talk to Cindy)
UTASCILT Schedule is here -
http://ling.uta.edu/~lingua/conference/19-utascilt-2012/
Chapter 14:
Think of one real-life example of group work that was overwhelmingly
successful. Discuss at least 3 reasons why it worked. Then imagine and
discuss a situation in which the same type of group work would probably
not work. Discuss why.
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Chapter 13: Question 2
Brown states that "certain types of questions may actually discourage
interactive learning." Think of several real-life examples from your
own language classes (as either teacher or student) where certain types
of questions just didn't work. Discuss why.
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Chapter 13: Question 1
Think about your own language learning experience. What role do you
feel the instructor played most of the time? How successful was that?
Would it have made a difference if a different role were more
prominent? Why?
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Monday, February 20, 2012
Slides for 02.20.2012
02.20.2012 Slides
Please click on 'Download' tab; you don't need to download any software to access this file.
Please click on 'Download' tab; you don't need to download any software to access this file.
Chapter 11: Question 2
Using the criteria given on page 192 in your textbook, evaluate an ESL text for a speaking/listening course. Make sure you provide the following information:
(a) a full bibliographic reference for the textbook
(b) the positive aspects of the book - what would make you want to use it in a class, and for what level/age would it be appropriate?
(c) the possible drawbacks of this book - what aspects of this book would make you hesitant to choose it for a class? why?
Note from Cindy: For some reason some of the comments for this post are going to spam and not showing up. If you attempt to post and nothing shows up, please email me and I'll check the spam folder for it.
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(a) a full bibliographic reference for the textbook
(b) the positive aspects of the book - what would make you want to use it in a class, and for what level/age would it be appropriate?
(c) the possible drawbacks of this book - what aspects of this book would make you hesitant to choose it for a class? why?
Note from Cindy: For some reason some of the comments for this post are going to spam and not showing up. If you attempt to post and nothing shows up, please email me and I'll check the spam folder for it.
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Chapter 11: Question 1
Examine the taxonomy of techniques provided on pages 185-186 in your
textbook. Choose one that you did *not* use in your mini-lesson, and
discuss how you could have incorporated that into your lesson in an
effective way. Discuss details
and why you think it would work well in your lesson.
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Tuesday, February 14, 2012
Chapter 10: Question 2
Examine the terminal and enabling objectives given on pages 171-172 in the sample lesson in the textbook. How measurable or observable do you think they are? Are there any that you would modify? Which ones and why?
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Chapter 10: Question 1
The textbook talks about assessment as an important component. Describe the assessment component in your foreign language class. What were the advantages and disadvantages to evaluation done in that way? In what ways (if any) did the teacher incorporate both formal and informal assessments?
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Monday, February 6, 2012
Chapter 8: Option 3
Can
you think of any language policy issues which created headlines in
world news? What were they? Why would they be important enough to be
international news?
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Chapter 8: Option 2
Would you prefer teaching English as a Foreign Language or a Second Language? Why?
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Chapter 8: Option 1
When
we think about the difference in ESL/EFL contexts, we want to sieze the
ESL advantage and compensate for the EFL disadvantage. What are some
practical ways we can do these two things?
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Chapter 7:
"In
a foreign language situation where your students speak the same native
language, some negotiations might be possible in the native language,
allowing for a small amount of student control". What kind of
negotiations might be appropriate in the L1? What do you think of the
use of the L1 in a language classroom? Explain, with good
support/examples for your opinions.
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Chapter 6:
If you were asked to list the most important things to remember when teaching adults, what would they be? Why?
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Wednesday, February 1, 2012
Reflection 1 concerns
Update as of Friday, Feb 3: I just heard from Debra that she took a serious fall and has been out of work all week, which is why you have not received partner assignments yet for the ELI. She assures me that all will have partners and that you should have them assigned by early next week. However, I understand that this may not give you enough time to set up a meeting with your partner and write your reflection by Friday. Therefore, if you signed up for a conversation partner with the ELI, just send me a quick email to let me know that, and I'll respond with a new due date for reflection #1. If you are not working with the ELI but are stressing about the first reflection, please email me that as well so that we can set up a workable date for your first reflection.
A couple of you have expressed your concern that you have not heard back from the ELI yet regarding your conversation partner. In case more of you are concerned, let me encourage you NOT to worry yet! Debra (the one who coordinates the partners) was out of the office on Monday and Tuesday, but you should hear something sometime this week.
Also, your reflections will be due by next Friday at 5pm, and should be sent to my by email, as a pdf. So you still have over a week to meet with your partner. In cases where it may be impossible for you to meet with your partner in time to have your reflection finished, I am happy to discuss, on an individual basis, moving the due date of your first reflection without penalty. However, I'd prefer to wait until next Wednesday to start that discussion.
Meanwhile, if you've already started your service learning, you might be wondering what to do for your reflection. In terms of writing, because everyone is volunteering in different places, I like to allow you the freedom to discuss the aspects of your teaching, your knowledge, and your students that you want to. However, I know that it's sometimes hard to come up with what to write, especially the first time. Therefore, I am going to give you a prompt that you can focus on for your writing, if you choose to. Please do not simply answer the questions! The point is for you to use the prompt to guide possible things to write about, and the important thing is that you are discussing what YOU are learning from your volunteer teaching experience.
A possible first prompt: Think about your expectations before your first meeting. How did you feel? Were you nervous or confident? Prepared or worried about what to do? Then think about how the class/session felt to you. Were your expectations met? In what ways? What did you learn about yourself in terms of interacting with students in similar situations or on the first day of class? Were you comfortable with it once you were there? Why or why not? What would you do differently if you could go back and teach that class/session again?
A couple of you have expressed your concern that you have not heard back from the ELI yet regarding your conversation partner. In case more of you are concerned, let me encourage you NOT to worry yet! Debra (the one who coordinates the partners) was out of the office on Monday and Tuesday, but you should hear something sometime this week.
Also, your reflections will be due by next Friday at 5pm, and should be sent to my by email, as a pdf. So you still have over a week to meet with your partner. In cases where it may be impossible for you to meet with your partner in time to have your reflection finished, I am happy to discuss, on an individual basis, moving the due date of your first reflection without penalty. However, I'd prefer to wait until next Wednesday to start that discussion.
Meanwhile, if you've already started your service learning, you might be wondering what to do for your reflection. In terms of writing, because everyone is volunteering in different places, I like to allow you the freedom to discuss the aspects of your teaching, your knowledge, and your students that you want to. However, I know that it's sometimes hard to come up with what to write, especially the first time. Therefore, I am going to give you a prompt that you can focus on for your writing, if you choose to. Please do not simply answer the questions! The point is for you to use the prompt to guide possible things to write about, and the important thing is that you are discussing what YOU are learning from your volunteer teaching experience.
A possible first prompt: Think about your expectations before your first meeting. How did you feel? Were you nervous or confident? Prepared or worried about what to do? Then think about how the class/session felt to you. Were your expectations met? In what ways? What did you learn about yourself in terms of interacting with students in similar situations or on the first day of class? Were you comfortable with it once you were there? Why or why not? What would you do differently if you could go back and teach that class/session again?
Service Learning
In case you are feeling at a loss as to what to do with your conversation partner or in your first class, here are a few links to some possible conversation topics to get you started. If you have additional links to share, please add them in the comments!
ESL gold
ITESLJ
ESL Junction
ESL Genius
ESL Partyland
And if anyone is interested in the listening activities that I mentioned in class, here's the link to that page as well:
Randall's Cyber Listening Lab
ESL gold
ITESLJ
ESL Junction
ESL Genius
ESL Partyland
And if anyone is interested in the listening activities that I mentioned in class, here's the link to that page as well:
Randall's Cyber Listening Lab
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