Creating Language ArchitectsProfessional Development July 2014

Delivered by:

University of New BrunswickEnglish Language Programme, Fredericton, N.B., Canada

Colleen Meagher-AlkanGeoff North

Erica Thomas

The Language Learning ProcessSegment #1

A strong base is necessary.

There are different speeds of

progression.

The base influences other parts of

the house.

All houses are not decorated in the

same way.

Examining the Multi-Level Classroom

Segment #2

Exploring the Zone of Proximal Development - Vygotsky(1896-1934)

Scaffolding to promote linguistic and academic competence

Working on moving from structure to process

Skills Enabling ExercisesOutput:

Writing Outcome: “Students will be expected to use a range of strategies to develop writing and other ways of representing, and to enhance clarity, precision, and effectiveness.” (P. 38 Atlantic Canada English Language Arts Curriculum High School)

Most writing tests address multiple genres: Description, narrations, explanation, exposition and persuation.

SpeakingOutcome: “Students will be expected to speak and listen to explore, extend, clarify

and reflect on their thoughts, ideas, feeling, and experience”. P. 102 Atlantic Canada English Language Arts Curriculum High School)

Most speaking tests require students to perform, demonstrate, identify, recall, analyze and to possibly compare and contrast.

Skills Enabling ExercisesInput

Listening:Outcome: “Students will be able to respond to a wide range of complex questions and

directions.” (P. 30 Atlantic Canada English Language Arts Curriculum High School)

Most listening tests require students to listen for main ideas, details, guess word meanings from

contexts and make inferences.

Reading:Outcome: “Students will be expected to select, read and view with understanding a range

of literature, information, media and visual texts.” (P. 108 Atlantic Canada English

Language Arts Curriculum High School)

Most reading tests assess students reading fluency, accuracy and comprehension.

Integrating Language SkillsSegment# 3

Helps students to develop their reading, writing, listening and speaking skills.

Allows for well rounded development of the student.

Common approaches: i. Content-based instruction (CBI) - Social Studies teaching

ii. Task-based instruction - Stand alone activity

iii. Project-based instruction - Includes culture and learning strategies

References• 1). A variety of lesson plans• http://iteslj.org/Lessons/• http://www.teachingenglish.org.uk/lesson-plans• 2). Listening and Reading• http://www.cbc.ca/edmonton/learning-english/• http://www.learner.org/resources/series71.html?pop=yes&pid=2577• 3). ESL/ESOL Standards by skill• http://www.dllr.state.md.us/gedmd/cs/eslcsskill.pdf• 4). Integrated Skills Sites• The ESL Study Hall- http://home.gwu.edu/~meloni/eslstudyhall/

• 5). Elementary• http://www.scholastic.com/clifford/teachers.htm• http://www.harcourtschool.com/menus/preview/harcourt_language/goforgold.html• • Department of Education and Early Childhood Development• https://www.gnb.ca/0000/anglophone-e.asp