Numbers and How They Help Us (05/13/2014)

As a student in the EDCI 434 course, I have been challenged to prepare a lesson plan that incorporates what I know about teaching English to speakers of other languages. Part of my teaching philosophy shares the great connection I have found that lies between linking language instruction with core subjects.  I am sharing the lesson plan I originally created for use in the Spanish classroom but have adapted, as a challenge acceptance, for ESL with an extension that the original plan lacked.  I have also included a lesson plan that I believe is one of my favorites because of the Social Studies, Science and Literature components it has.

I have found that the Pearson Lesson Plan Template I used for the final EDCI 434 plan doesn't allow for changes that I would have liked to make, but I plan on creating a template that can be adapted for your personal use in the near future.  This plan can only be viewed online and possibly printed.  I do not believe you will be able to  download it or make changes to it.  Since I am not the owner of the template, do know that I have used it with permission.

The lesson topic is "Numbers and how they help us." I strongly believe that the utilitarian purpose for language learning makes it meaningful for students.  Otherwise, why learn another language?  If I cannot do anything with it but say my name, ask you yours and go on my merry way, what would be the use?  Please take a moment to review my final lesson plan.  If you have any suggestions, feel free to leave them below or send me a message.  I would love to hear from you!

One of my favorite lesson plans was written just before the New Year.  I enjoyed preparing for it and am looking forward to using it, reflecting upon and revising it, so that I can improve its future use in my classroom.  Enjoy!

Image retrieved from http://www.vietnamtefl.com/index.php

More Acronyms (03/03/14)

You have heard of TMI (Too Much Information) and WTMI (Way too much information), but we are now dealing with tasks and making them work in the language-learning environment - TBI, TBLT, and CBI.

In Chapter 3 of  Tasks and Communicating in Language Classrooms, James F. Lee shares insight on developing task-based activities for task-based instruction (TBI).  There are questions that need to be formulated in order to provoke discussion, which would lead to task-based activity creation.

1. Identify a desired informational outcome.
2. Break down the topic into subtopics.
3. Create and sequence concrete tasks for learners to do, for example, create lists, fill in charts, make tables, etc..
4. Build in linguistic support, either lexical or grammatical or both.

Each area could generate several questions that would address a language outcome.  Lee gave examples of activities, like "What Did You Do Last Week?" and "The Best Shows on TV." These types of tasks appear to encourage reading, writing, speaking, and listening.  Lee maintains that task-based activities must structure and sequence learner interaction with a focus on meaning exchange.

Task-based Language Teaching, according to Richards & Rodgers (2001), refers to an approach based on the use of tasks as the core unit of planning and language instruction in teaching.  The key areas of concern identified in chapter 8 are:

• analysis of real-world task-use situations

• the translation of these into teaching task descriptions

• the detailed design of instructional tasks

• the sequencing of instructional tasks in classroom training

I believe the utilitarian purpose for learning a language, which TBI may encourage, helps students see a higher purpose for learning, outside of the classroom walls and report cards.  I am almost sure that is the reason I speak more than one langauge today.  I KNOW there is applicable use of them in real-world situations.  

Are you looking for a way to use a language you thought had no other purpose than to add points to your H.S. GPA?  Try attending a Meetup.  I have had the great benefit of Silent Suppers (American Sign Language)  and Meetups for Spanish music and language lovers.  Thinking of joining a group?  Try Meetup.  I strongly promote getting out, refreshing, learning and using your other language.

Lee, J. F. (2000). Tasks and communicating in language classrooms. Boston: McGraw-

     Hill.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. 

     Cambridge: Cambridge University Press.

Image retrieved from http://www.nclrc.org

Historical Overview of Language Instruction Methods (02/24/14)

Although I will not go into great detail here.  I would like to share a brief overview of language instruction methods.  Diane Larsen-Freeman, author of Techniques and Principles in Language Teaching, is thorough in sharing a historical overview of teaching methods. 

• Grammar-Translation Method is based on a classical method of teaching Greek and Latin, emphasizing vocabulary and grammar, using written text translations.

• Direct Method uses the target language (TL) and emphasizes oral tasks to promote thinking and listening in the TL.

• Audio-Lingual Method encourages students to communicate and overlearn language.  Students act as parrots and often participate in call and response activities.

• Silent Way Method makes use of prior knowledge and focuses on pronunciation.

• Desuggestopedia promotes use of the full brain while employing the use of art and music.

• Community Language Learning Method promotes conversation in the native language and teaching chunks in the TL to make transcripts.

• Total Physical Response employs the use of vocabulary and imperatives to provoke appropriate responses.

• Communicative Language Teaching offers authentic language for real-world experience.  This method promotes meaningful learning for students. (Larsen-Freeman, 2000).

For further reading you can borrow or purchase a copy of the third edition of Techniques and Principles in Language Teaching, which Larsen-Freeman co-authored with Marti Anderson in 2011. Which method did you experience when learning your L2 and which do you employ in your classroom?  Please leave comments below.

Works Cited

Larsen-Freeman D. (2000). Techniques and principles in language teaching. Oxford: Oxford
     University Press.
Image retrieved from http://allthingslearning.wordpress.com/2011/02/17/why-should-we-
     bother-to-learn-a-foreign-language/

SLA, what do you say? (02/19/14)

There are studies that promote the use of cooperative learning strategies in the language classroom. Second language acquisition (SLA) has been a topic of discussion amongst language professionals.  The questions surrounding how one acquires a language in addition to his/her native language cannot be fully answered with surety.  Several schools of thought exist.

Within the Natural Approach to SLA, Stephen Krashen suggests that a second language (L2) can be acquired as one learns the native/home language.  Five hypotheses were proposed:

• Acquisition Learning hypothesis - the unconscious process that follows patterns of children’s L1 acquisition. There is a distinct difference between learning and acquiring a language.  Anything learned is conscious, while acquisition occurs subconsciously. Natural interaction with the language via meaningful connections is encouraged.

• Monitor model hypothesis - conscious monitoring of language in which monitor produces utterance and makes changes as necessary.

• Natural order hypothesis - rules of a language are acquired in a predictable order that is independent of the order in which rules are taught in language classes. However, there are individual factors that would yield varied results.

• Comprehensible input hypothesis - the L2 input is just beyond the learner's L2 competence in terms of syntactic complexity.  If input is understood and it is sufficient, the necessary grammar is automatically provided and acquired.

• Affective filter hypothesis - the affective state of a student (how comfortable s/he may feel) determines how receptive to comprehensible input that learner will be.  These states include feelings of low self-esteem, boredom, and doubt.

Merryl Swain suggests that Comprehensible Output is what encourages SLA.  There are functions outside of "practice" for learner output (language production), which are:

• a noticing function that raises consciousness

• the hypothesis-testing function

• the metalinguistic function, which encourages reflection and awareness of the L2

Michael Long shares his view using an Interaction Hypothesis which proposes that language proficiency is promoted by face-to-face interaction and communication.  This seems to concur with the idea of communicative competence (Hymes & Widdowson), which is based on the interdependence of language. On the other hand, concerning linguistic competence (Chomsky), areas of grammar, discourse, sociolinguistic and pragmatic functions are viewed separately.

Image retrieved from http://www.everydaylanguagelearner.com/2012/01/30/language-

     learning-tip-use-music-learn-foreign-language/

Multiple Intelligences (02/12/14)

     Has anyone ever asked you, "What is your IQ?"  I know I've been asked once or twice, but without testing I believe I would be where almost everyone else is ... in the NORMAL range.

  Howard Gardner introduced Multiple Intelligences (MI) in an effort to encourage a closer look at the Emotional Intelligence Quotient (EQ) versus the Intelligence Quotient (IQ) in viewing student intelligence.  This shift took place in the early 1990s in response to a growing need to determine how the IQ determines overall success (in academia, life, leadership, etc.).  Studies have shown that closer observation of multiple intelligences is a better determining factor to overall success.

The Birmingham Grid for Learning is a site that offers other FREE resources for teachers and students.  You can also find out where your smarts lie ... Would you like to know your EQ? Take a moment, especially if you do not already know, to take the MI self test. 

After I took the test, I see that I am more Musically intelligent, with areas of Logical and Linguistic intelligence in close second. From that point, the areas for me, in descending order are:

Visual/Spatial, Naturalistic, Interpersonal, Naturalistic, Intrapersonal and Kinesthetic.  I personally believe that I know myself better than getting involved with the affairs of others, but I would agree with the musical, logical and linguistic intelligences.

So, now I will ask ... "What is your EQ?" Be sure to share in the comment section.

Witness the acknowledgment of schools:  MI in Smartville.


Birmingham Grid for Learning MI self test retrieved from http://www.bgfl.org/bgfl/
         custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

Image retrieved from http://www.connectionsacademy.com

Learning Styles (02/10/14)

      Learning styles are a driving force that can determine how productive a classroom may be. Acknowledging the diversity of these preferences in your classroom may increase success.  Oxford & Lavine (1993) share that a mismatch between teaching and student styles may create a war within the learning environment, which happens to be among the most frequent problems existing.  How, then, should a teacher address this concern?

     Strategy-based instruction (SBI) appears to tackle several issues at once.  It takes learning styles and preferences into account and allows students to pull upon their strengths.  Using checklists and other assessment tools, teachers can encourage good language-learning behaviors.  According to Brown's "10 Commandments" for good language learning, found on p. 268 (2007), instructors and students have reminders that encourage the process.  For teachers, these would include lowering inhibitions and processing error feedback.  Students would then benefit from setting goals and making their mistakes work for them, in addition to their other suggestions.

     We cannot discuss SBI without understanding that students need to be strategically invested in their language-learning process.  This is perhaps the most powerful principle of learning that can merge into intrinsic motivation and autonomy. (Brown, 2007). 

     Have you adopted  or are you considering adopting SBI in your language classroom?  If so, how has it been beneficial?  Please feel free to share your suggestions.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language 

             pedagogy (3^rd edition). White Plains, NY: Pearson Education.

Oxford, R. L., & Lavine, R. Z. (March 08, 1993). Teacher-Student Style Wars in the 

             Language Classroom: Research Insights and Suggestions. Adfl Bulletin, 23, 

             2, 38-45. 

Image of Learning Styles retrieved from http://www. ccsf.edu

Classroom Interactions (02/05/14)

The interactive teacher, one who is fully aware of the group dynamics of his/her classroom, can take on several roles. Although they can play many roles in the course of teaching, Brown listed some metaphors to describe a spectrum of possibilities for those roles.  Based on chapter 13 of his text, Teaching by Principles, An Interactive Approach to Language Pedagogy, teachers can serve as any or a combination of the following:

Controller -
This educator can often predict student responses and is always in charge of every moment in the
classroom.

Director -
This teacher is like the  conductor of an orchestra or director of a drama. The ultimate motive must
always be to enable students to engage in the real life drama of improvisation.

Manager -
This instructor is one who plans lessons, modules, and courses.  The ultimate goal is to retain control of certain large objectives.

Facilitator -
The teacher helps students clear away roadblocks, find shortcuts, and negotiate rough terrain by capitalizing on the principle of intrinsic motivation.  S/he allows students to discover language through using it pragmatically, rather than telling them about language.

Resource -
This type of instructor has the least directive role.  S/he is available for advice and counsel when the students seek it.

Considering these different approaches to teaching in the language classroom, the question would then be: What type of teacher am I?  As educators, we often reflect on the success of our lesson plans in relation to the success of our students.  After you have taken a moment to ponder on what type of teacher you are, please feel free to share it here. Are there any activities that you may swear by that you could share with us? Thank you in advance for your contribution(s).


Brown, H. D. (2007). Teaching by principles: An interactive approach to language 
            pedagogy (3^rd edition). White Plains, NY: Pearson Education.

Image - A Tale of Two Classrooms, retrieved from http://venspired.com/?p=2762