Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Across Languages
ELIZA H. SUMALBAG
Head Teacher III
MARITES C. CASTRO
Principal I
Features of the K to 12 Curriculum
culture-responsive and
culture-sensitive,
flexible, ICT-based,
integrative and
and global
contextualized, relevant
and responsive
DEPARTMENT OF EDUCATION
21st Century Skills
DEPARTMENT OF EDUCATION
Domains K to Gr. 3 Gr. 4 to 6 Gr. 7 to 10 Gr. 11 to 12
Oral Language
Phonological Awareness
Book and Print Knowledge
Alphabet Knowledge
Spelling
Fluency
Writing and Composition
Grammar Awareness
Vocabulary Development
Listening Comprehension
Reading Comprehension
Reading
comprehension
Decoding
and spelling
Phonics
They require:
• Good speaking and listening models
• An interactive environment
• Exposure to books and games
• Encouragement to play and make believe
• An introduction to rhymes and songs
7
How do Children Learn to Talk?
8
Language Difficulties
• What is language delay?
– Acquisition of skills is behind peers but
developmental order is the same; remediable
DEPARTMENT OF EDUCATION 9
Causes
DEPARTMENT OF EDUCATION 10
How does language affect learning?
Language demands of the classroom
DEPARTMENT OF EDUCATION 11
Strategies to Improve Language
Simplify
• Simplify your language when the child doesn't
understand
• This may require you to
– Re-word your instruction or question, focussing on one
information carrying element at a time
– Break down the question or instruction into more manageable
steps
DEPARTMENT OF EDUCATION 12
Strategies to Improve Language
Offering a choice
• This technique significantly reduces the complexity of the response
• For example: Where’s Spot? (No Response) Is he under the chair or
table? (Table)
Focussing on important information
• The technique helps children identify the part of the request they
should be attending to
• For example: How are these flowers different? (Yes they are
different) What colour is this flower? (Red) And what colour is this
one? Etc
Relating unknown to the known
• The technique helps students to make meaning by activating prior
knowledge
• For example: The spaghetti is hard. How will it feel when it is
cooked? (I don’t know) Remember when we cooked the potatoes?
How did they feel?
Ask Open ended questions (not yes/no)
DEPARTMENT OF EDUCATION 13
Strategies to Improve Language
DO NOT:
• Ask another child the answer
• Challenge the response when it is wrong
(Why do you think that?)
• Say No
These responses affect a child’s self
esteem, they know they are wrong and
will gradually not participate. Stay with
the same child to get the answer by
providing prompts/strategies.
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Learning a new
language…..what is
involved?
DEPARTMENT OF EDUCATION 15
Here is what researchers say about learning a new
language…
DEPARTMENT OF EDUCATION 16
Best process for language learning:
Then speaking
DEPARTMENT OF EDUCATION 17
First listening:
Students learn a new
language best when they
listen and respond to
clear and interesting
speech in a
non-threatening situation.
DEPARTMENT OF EDUCATION 18
Then speaking…
…meaningful speaking, together with
meaningful listening, helps students
become aware of the structure of the
language and helps them become
more competent in its use
(Cummins, 2001).
DEPARTMENT OF EDUCATION 20
HOW?
DEPARTMENT OF EDUCATION 21
What is TPR & why does it work?
Early TPR activities provide learners with opportunities to
hear, see and respond to directions. Later TPR activities
provide the learners with opportunities to use the language
themselves but always in relaxed and enjoyable situations.
TPR allows learners to acquire L2/L3 vocabulary in a manner
similar to the way that they learned their first language.
All of the language in TPR is immediately understandable,
involves actions and allows learners to pass through a silent
period whereby they build a comprehension base before
being asked to speak.
(Adapted from Total Physical Response Storytelling, on the Internet.)
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Types of TPR
TPR-B (TPR using the body)
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How do TPR-B and TPR-O work?
DEPARTMENT OF EDUCATION 24
TPR sessions are divided into 2 parts:
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What kinds of TPR can we use?
TPR – Object
DEPARTMENT OF EDUCATION 27
What kinds of TPR can we use?
TPR - Drawing
• Teacher says directions to
draw something on the
chalkboard and
demonstrates the response
(draws as directed)
DEPARTMENT OF EDUCATION 28
What kinds of TPR can we use?
TPR-Picture: Listen and Point
DEPARTMENT OF EDUCATION 29
DEPARTMENT OF EDUCATION
What kinds of TPR can we use?
TPR-Picture:
Respond to questions
• Teacher shows a Big Picture
of a familiar setting.
• Teacher uses short L2/3
sentences to talk about
different parts of the picture.
• Teacher asks students short
questions, based on what was said.
Students respond to the questions.
DEPARTMENT OF EDUCATION 31
What kinds of TPR can we use?
TPR-S: Listen, then act out a story
DEPARTMENT OF EDUCATION 32
When they are ready,
encourage children to start
giving directions to each other;
move to longer, more complex
activities.
DEPARTMENT OF EDUCATION 33
Instructions for a series of actions.
Teacher gives students a series of
instructions relating to a familiar set of
activities. Students listen to all the
directions and then do them. Example:
Erase the chalkboard.
1) Go to the chalkboard.
2) Pick up the eraser.
3) Erase all the writing on the chalkboard.
4) Put down the eraser.
5) Go back to your seat.
6) Sit down.
DEPARTMENT OF EDUCATION 34
Dialogue
Teacher and volunteers demonstrate a conversation relating to common
events. At first, these conversations are short; later they can be longer.
Then students, in pairs, practice the dialogue. Teacher walks around the
room to encourage the students.
Examples:
Teacher: Hello, Ana! How are you today?
Student: Hello, teacher. I am fine, thank you.
How are you?
Teacher: I am fine, thank you.
DEPARTMENT OF EDUCATION 35
Questions about an L2 story
Teacher tells or reads a familiar story and
then asks simple questions about the story.
Children respond. Encourage the children
to use whole sentences when they respond.
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Relay story to teach L2/3 tense, vocabulary
(number, color, etc)
DEPARTMENT OF EDUCATION 37
Word Bank— academic terms (after TPR)
Identify 1-2 L2/3 terms relating to the concept in
focus (Find these words in the text before class. )
Teach the concept in L1;
Introduce the new term. Write it on the
chalkboard and use L1 to relate it to the concept
Use the new term in L-2 TPR activities; students
respond
Ask a student to write the new term on the Word
Bank (poster) for that subject.
Review the new terms as often as possible in
meaningful activities.
DEPARTMENT OF EDUCATION 38