15565439
Description
ESL Approaches and Methods
- Methods
- Language Experience Approach - students speak to the
class about their experiences and a teacher or student
writes it down. The written text can be used at a later
time.
- Balanced Reading Approach - allow the students access to
authentic texts, journal writing, story writing, and sustained silent
reading, etc.
- Inquiry Approach - includes activities that allow the students
to ask questions and research problems, develop and
implement a plan, use multiple resources, report findings, and reflect on their learning.
- Cognitive Approach - The CALLA Method: designed to help
students understand the various academic language used
in the content areas, it assists students with academic
language skills in all four literacy domains (listening,
speaking, reading, and writing) through explicit instruction.
- Communicative Approach - Silent Way: after observation of
a situation, the student would then describe what they
observed in the target language, Natural Way: instruction
follows a more natural order - comprehension precedes
production, language production emerges in stages, goals
should guide instruction, and activities are designed to
lower the affective filter, Suggestopedia: places an
emphasis on learner personality and motivation for
language teaching, The Integrated-Content Method:
concurrent teaching of academic subject matter and SLA
skills, The Sheltered Instruction Method: integrating
language and content objectives into the same lesson.
- Grammatical Approach - Grammar-Translation Method: language
rules are presented to the students, the students memorize a
vocabulary list, and then the students would apply the rules and
the vocabulary to a translated text, Direct Method: focuses more
on repetition and memorization, Audiolingual Method: uses
pattern drills and dialogue in a highly sequential manner.
- Language Experience Approach - students speak to the
class about their experiences and a teacher or student
writes it down. The written text can be used at a later
time.
- Approaches
- Language Experience Approach - students learn that spoken
words can be written and that written words can be read
- Balanced Reading Approach - children learn to read in
different/varied ways
- Inquiry Approach - students learn through experience using
learner centered activities
- Cognitive Approach - focuses on how we think
- Communicative Approach - focus is on learning language
through and for communication
- Grammatical Approach - assumes that students
will learn best through memorization
- Language Experience Approach - students learn that spoken
words can be written and that written words can be read
- Application
- Language Experience Approach - Planning a field trip to
the pumpkin patch - prior to the field trip activities would
include discussing how we will get to the pumpkin patch
and what we will do while there, and discussing the life
cycle of a pumpkin, after the trip we would reflect on
what we did/saw and would write about what we have
reflected on, also included could be a written account of
the life cycle of a pumpkin. Later, we would read what we
wrote together.
- Balanced Reading Approach - Conducting a read aloud such as an AlphaTales
book about the letter N and then exploring the sound that letter N makes
through the use of a sound tub with items that all begin with the /n/ sound
and then allowing the students time to choose books that have words that
begin with N and either read to themselves or with a partner/small group
- Inquiry Approach - STEM Activities. For example,
having students build shape structures using pretzels
and marshmallows.
- Cognitive Approach - While learning about poetry, the
students will memorize an acrostic poem and recite it to the
class from memory, next they will create a list of words that
could be used to write an acrostic poem using their own
name, they will then write their acrostic poem and then share
it with the class, and lastly, they will evaluate a peers acrostic poem.
- Communicative Approach - working together in a group to put together a
puzzle. The students must communicate where they think their piece of
the puzzle goes and the others must listen and then respond telling if
they agree or disagree and why.
- Grammatical Approach -
Teaching a new
letter/sound. First the
teacher shows the
students the letter and
then, while pointing to
the new letter, the
teacher tells the
students the name of
the letter. Next, the
teacher has the
students say the name
of the letter as he/she
points to the letter.
Then, the teacher points
to the letter and says
the sound that the letter
makes. He/She then has
the students repeat the
sound that the letter
makes while he/she is
pointing to the letter.
The teacher then
teaches the gesture
associated with making
the letter sound and has
the students repeat. For
example, for the letter
sound /a/ the teacher
would hold his/her hand
to their face and
pretend to eat an apple
while opening their
mouth wide to say /a/.
The students would
repeat the gesture.
- Language Experience Approach - Planning a field trip to
the pumpkin patch - prior to the field trip activities would
include discussing how we will get to the pumpkin patch
and what we will do while there, and discussing the life
cycle of a pumpkin, after the trip we would reflect on
what we did/saw and would write about what we have
reflected on, also included could be a written account of
the life cycle of a pumpkin. Later, we would read what we
wrote together.
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