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Z - Teaching Ped - Exam 2 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Giving Clear instruction Only in English

(Preparation)

A
  • What language is required to give instructions and complete the task?
  • Presented Only in English (scaffolded)
  • Right choice of words
  • Prior knowledge (familiar words and expressions)
  • Congnates
  • Short Simple structure
  • Plan the use of:
  • visual supports (objects, pictures)
  • meaningful gestures
  • facial expressions
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2
Q

Scaffolded (what + from who)

A

“adapted and/or broken down into smaller steps”
MELS, 2008, p.8

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3
Q

OIE (Preparation)
- Language required to give instructions and complete task?

A
  • Presented Only in English (scaffolded - adapt/broke down into smaller steps)
  • Right choice of words
    • Prior knowledge (familiar words and expressions)
    • Congnates
    • Short Simple structure
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4
Q

OIE (Preparation)
- Language required to give instructions and complete task?

—- Using only English

A
  • scaffolded (i.e. “adapted and/or broken down into smaller steps”)
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5
Q

OIE (Preparation) - Language required to give instructions and complete task?
- right choice of words

A
  • Prior knowledge (familiar words and expressions)
  • Congnates
  • Short Simple structure
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6
Q

OIE - Preparation
- Plan the use of…

A
  • visual supports (objects, pictures)
  • meaningful gestures and facial expressions
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7
Q

(WHY MELS)
OIE
Preparation - Plan the use of -

A

to support understanding, especially for important new words and expressions
• visual supports (objects, pictures)
• meaningful gestures and facial expressions

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8
Q

OIE
- When students don’t understand instructions

A
  • Repeat
  • Stressing -imp wrd + Re
  • Pointing -or gesture + Re
  • Other clues - + Re
  • Reformulate+ TRY AGAIN
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9
Q

If (repeat, stressing, pointing, other clues, reformulate) did not work

A
  • Model rx
  • Stress
  • Invite to Imitate
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10
Q

Ensuring group participation (MELS)

A

Choral Response:
Students are not asked to respond or perform individually.

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11
Q

Learning & Development Theory
- FROM ____

A
  • Pinter, A.
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12
Q

Vygotsky’s social constructivism and ZPD:

-Teacher

A

Teacher = A guide to answer
(X) Not answer-giver.

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13
Q

Teacher = A guide to answer
(X) Not answer-giver.

A

Vygotsky’s social constructivism and ZPD:

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14
Q

If you don’t think you can comm. the instr for an activity OIE then______

A

Do not use that activity

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15
Q
  • Who
    Tiered Questioning
A

Facella et al.

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16
Q

Facella et al.

A
  • Who
    Tiered Questioning
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17
Q

Tiered Questioning

A

A: Preproduction (pointing, Yes/No)
B: Early Production (Who, What, Where - 1word ans. -Short Phrases)
C: Speech Emergence (How and Why qu.)

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18
Q

Tiered Questioning
A: Preproduction

A

• Pointing
• Yes/no questions

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19
Q

Tiered Questioning
B: Early Production

A

• Answering who, what, where,
and either/or questions with one-word answers
(e.g. retelling the storyline of a book)

• Questions to be answered with short phrases
(e.g., Where…? In the house.)

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20
Q

Tiered Questioning
C: Speech Emergence

A

• How and why questions

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21
Q

Inclusive Teaching

A

Katy Arnett
Plenary Session

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22
Q

Katy Arnett
Plenary Session

A

Inclusive Teaching

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23
Q

Pinter (2006)
differentiate instruction

A
  • Exceptional children + Mixed ability classes.
  • Tiered questioning can help.
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24
Q
  • Exceptional children + Mixed ability classes.
  • Tiered questioning can help.
A

Pinter (2006)
differentiate instruction

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25
Q

Cycle 1 students are in Piaget’s _________ stage

  • Age
  • Characterized by
A

Pre-operational stage (2 — 7 years old)

  • Egocentricism
  • Lack Logical thinking
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26
Q

Pre-operational stage (2 — 7 years old)

  • Egocentricism
  • Lack Logical thinking
A

Cycle 1 students are in Piaget’s _________ stage

  • Age
  • Characterized by
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27
Q

Tiered Questioning (stage Facella et Al.)

A

Stage of second language acquisition

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28
Q

Stage of second language acquisition

A

Tiered Questioning (stage Facella et Al.)

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29
Q

Stage of developmental thinking

A

(as Piaget would argue and in accordance with Bloom’s taxonomy)

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30
Q

(as Piaget would argue and in accordance with Bloom’s taxonomy)

A

Stage of developmental thinking

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31
Q

Tiered Questioning
• Show me the wolf.
• Where is the house?

A

Preproduction

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32
Q

Tiered Questioning
• Did the brick house fall down?
• Who blew down the straw house?

A
  • Early Production
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33
Q

Tiered Questioning
• Explain why the third little pig built his house out of bricks.
• What does the wolf want?

A
  • Speech Emergence
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34
Q

Learning & Development Theory
Reviewed in

A

Singer, Golinkoff & Hirsh-Pasek (2006).

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35
Q

Piaget’s Constructivism (development by stage)

A
  • Development Stages (Always Same Order)
  • Result of :
    1- Biological process of Growth
    2- Dev. Child’s brain
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36
Q

Piaget’s Constructivism
- Important Stages -

A

— Pre-operational stage (2-7 yrs) —Cycle1—
****BIG SHIFT — LOGICAL THINKING***
— Concrete operational (7-11 yrs)

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37
Q

Critique of Piaget

(who)

A

Donaldson
(They show Logical Thinking before what’s Piaget)

When young children w/ familiar
- tasks
- circumstances
- familiar adults
using language that makes sense to them

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38
Q

Donaldson’s Critique

(w/ MELS)

A

D: Familiar - Logical Thinking

MELS: Cycle 1 ESL curriculum focus
“Contextual Language”
Familiar+Meaningful Classroom Context

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39
Q

What is important for teachers to learn from Piaget’s theory?

A

MUST

  • Sensitive
  • Open (needs + interests)
  • Monitor Continually (changing needs)

WHY
It Helps select appopriate materials for develpm.
according to age group + Context

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40
Q

Vygotsky’s

A

Social Constructivism (who)

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41
Q

Social Constructivism (who)

A

Vygotsky’s

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42
Q

Vygotsky’s Social Constructivism

A
  • Biological development
  • Potential of Learning (w/ more knowledgeable partner support)

— Zone of Proximal Development (ZPD).
— Scaffolding

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43
Q
  • Biological development
  • Potential of Learning (w/ more knowledgeable partner support)

— Zone of Proximal Development (ZPD).
— Scaffolding

A

Vygotsky’s Social Constructivism

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44
Q

Vygotsky’s Social Constructivism
- Teacher

A
  • Opportunities Join In + Interact w/ T+O
  • Scaffolds Best (for early language production)
  • Questioning techniques
  • Encourage Meaningful Language w/ others
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45
Q

Theory of Multiple Intelligences (who)

A

Gardner’s (what)

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46
Q

Gardner’s (what)

A

Theory of Multiple Intelligences (who)

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47
Q

Gardner’s Theory of Multiple Intelligences (what)

A

The focus is on each child’s uniqueness as a learner

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48
Q

The focus is on each child’s uniqueness as a learner

A

Gardner’s Theory of Multiple Intelligences (what)

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49
Q

Gardner’s Theory of Multiple Intelligences
The focus is on each child’s uniqueness as a learner

A

• Linguistic
• Logico-mathematical
• Musical
• Spatial
• Bodily/kinesthetic
• Interpersonal
• Intrapersonal
• Natural
• + Existential

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50
Q

• Linguistic
• Logico-mathematical
• Musical
• Spatial
• Bodily/kinesthetic
• Interpersonal
• Intrapersonal
• Natural
• + Existential

A

Gardner’s Theory of Multiple Intelligences
The focus is on each child’s uniqueness as a learner

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51
Q

Gardner’s Theory of Multiple Intelligences

( - Teachers)

A
  • This Framework = Teaching Meaningful to all Children
  • Need to incorporate a variety of activities
    (everybody’s preferences catered at least some time)
  • Do not limit to Linguistic Intelligence as teaching language
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52
Q
  • This Framework = Teaching Meaningful to all Children
  • Need to incorporate a variety of activities
    (everybody’s preferences catered at least some time)
  • Do not limit to Linguistic Intelligence as teaching language
A

Gardner’s Theory of Multiple Intelligences

( - Teachers)

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53
Q

Multiple Intelligences

(Awaken intelligences)

A

Multisensory experience & Vocabulary building

(paper ships in water, smelling tea, feeling fan’s breeze)

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54
Q

Multisensory experience & Vocabulary building

(paper ships in water, smelling tea, feeling fan’s breeze)

A

Multiple Intelligences

(Awaken intelligences)

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55
Q

Play = Learning (who)

A

Singer,Golinkoff & Hirsh-Pasek

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56
Q

Singer,Golinkoff & Hirsh-Pasek

A

Play = Learning (who)

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57
Q

(Elements)
Play = Learning
Singer,Golinkoff & Hirsh-Pasek (2006)

A

• Cognitive development
• Social-emotional growth
• Literacy & Language development

58
Q

• Cognitive development
• Social-emotional growth
• Literacy & Language development

A

(Elements)
Play = Learning
Singer,Golinkoff & Hirsh-Pasek (2006)

59
Q

TPR

A

Total Physical Response

60
Q

Asher’s TPR (also called)

A

a “Natural Approach” (also)

61
Q

Asher’s TPR — a “Natural Approach”

A

Based on the assumptions that:

  • L1 acquired w/ Imperative directives
  • L2 acqu. Mirrors L1 acqu.

Reduction of stress

  • (emotional or affective dimensions of language learning)
  • Repeated verbal & motor = + chance of recall

Most for beginners (of all ages)
- (+) silent period

62
Q

Asher’s TPR — a “Natural Approach”

  • What childhood game?
A

Simon says

63
Q

Claire, E. – Getting Started

A
  • Scripted Instructions (for TPR activities)
  • Contextualized Class. lang. and routine
  • Listening Practices
64
Q

TPR Procedures (Who?)

A

Claire (What procedures)

65
Q

Claire (What procedures)

A

TPR Procedures (Who?)

66
Q

TPR Procedures

A

GIVE INSTRUCTION
1. Modeling - Entire Class
REPEAT
2. varying the order
3. without modeling
4. Small groups throug Actions
5. Call on Individuals
6. Review Segements (each day + Combin new + Rapid Pace)
7. Add whatever to Extend Vocabulary needed in Class + School

67
Q

TPR Activities

(CAUTION)

A
  • Can become boring
  • Decontextualized Drill (audiolingual critique)
  • (X) not Meaningful Language
68
Q

How to avoid Non-meaningful Language?
TPR Activities

A

Asher’s TPR in practice:
Should be incorporated with
- other methods
- various pedagogical reasons

69
Q

TPR - Various Pedagogical Reasons

A

Focused listening
Vocabulary practice
Adverb practice
Prepositions of position

70
Q

TPR EG - focused listening

A

TPR EG - The Spider in the Shower

71
Q

TPR EG - The Spider in the Shower

A

TPR EG - focused listening

72
Q

TPR EG - vocabulary practice

A

TPR EG - The Colour Run

73
Q

TPR EG - The Colour Run

A

TPR EG - vocabulary practice

74
Q

TPR EG - adverb practice

A

TPR EG - Adverb Charades

75
Q

TPR EG - Adverb Charades

A

TPR EG - adverb practice

76
Q

TPR EG - prepositions of position

A

TPR EG - Guided Drawing or MOVEMENT OF OBJECTS

77
Q

TPR EG - Guided Drawing or MOVEMENT OF OBJECTS

A

TPR EG - prepositions of position

78
Q

Claire - Getting Started (shoebox)

A

TPR… the Shoe-Box variation
Reviews: tiered questioning techniques

Creative Storytelling
using several character items and setting items.
- Links to Sociodramatic play (Singer).
- Links to MELS personalized version of a story

79
Q

TPR… the Shoe-Box variation
Reviews: tiered questioning techniques

Creative Storytelling
using several character items and setting items.
- Links to Sociodramatic play (Singer).
- Links to MELS personalized version of a story

A

Claire - Getting Started (shoebox)

80
Q

Play = Learning

(Singer)

A

• Cognitive development
• Social-emotional growth
• Literacy & Language development

81
Q

• Cognitive development
• Social-emotional growth
• Literacy & Language development

A

Play = Learning

(Singer)

82
Q

Piaget: Play

A

(Who) Play:
for Cognitive Development
Multitude of opportunities to interact w/ material in environm.
- Construct knowledge about the world

83
Q

(Who) Play:
for Cognitive Development
Multitude of opportunities to interact w/ material in environm.
- Construct knowledge about the world

A

Piaget: Play

84
Q

Vygotsky: play

A
  • Leads dev. +Physical +Cognitive +Emotional
    Creates ZPD
  • Abstract thinking (thi. sep. act. or objt.)
  • Self-awareness
  • Self-regulation
85
Q
  • Leads dev. +Physical +Cognitive +Emotional
    Creates ZPD
  • Abstract thinking (thi. sep. act. or objt.)
  • Self-awareness
  • Self-regulation
A

Vygotsky: play

86
Q

Make-believe play

A

Dev. abstract representational abilities
- key to dev. read/write (sounds represented by symbols)

87
Q

Dev. abstract representational abilities
- key to dev. read/write (sounds represented by symbols)

A

Make-believe play

88
Q

Pretend play + e.g.

A
  • Provide meaningful context for literacy skills dev.

(e.g. T for Taxi)

89
Q
  • Provide meaningful context for literacy skills dev.

(e.g. T for Taxi)

A

Pretend play + e.g.

90
Q

thoughtful, blended approach of focused instruction and play.

A
  • Song about building a tree house
    tfocus: + rhyming words/sounds + tool vocabulary
  • Shared reading of a big-book about building a doghouse
    tfocus: + tool voc.
  • Dramatic play center: house construction site
    lot of elements = literacy rich, scaffolded play
91
Q

Use of Songs & Jazz Chants
Why - Schoepp

A
  1. AFFECTIVE (positive class atmosphere - Weak aff. filters Krashen + motiv. langacq)
  2. COGNITIVE (automaticity: caution bark at prints)
  3. LINGUISTIC (idiomatic lang, Colloquial + Basic vocabulary practice)

If enjoyed:

  • Outside class
  • repetitive: Auto. of Colloqu. Lang.
92
Q

MELS WHY -
Use of Songs & Jazz Chants

A
  • meaningful repetition (comp + memo)
  • Authentic audio Models
  • Exposure to rhytmicality of lang.
  • Develop fluency easy-smoothly
  • Proactive classroom management technique (music bckgrnd -offtask -french)
93
Q

SELECTING (Abdellah)
Use of Songs & Jazz Chants

A
  • Start from student errors ( (x) Elementary Cycle 1)
  • Limited vocabulary
  • Language compatible w/ Classroom use (MELS Contextual Language)
  • Topics related to children’s experiences
  • Limited Musical Challenge
  • Straightfowrad Repetitive Rhytm
  • highly repetitive language (i.e. a refrain)
  • Accompanied by actions
94
Q

SELECTING MELS -
Use of Songs & Jazz Chants

A
  • Acting poetential
  • Interest Level (t/s)
  • Language of Lyrics
  • Pitch
  • Rhymes
95
Q 
TEACHING STEPS (Abdellah)
Use of Songs & Jazz Chants
A

Step 1: Prepare the students.
- Introd topic + Hear song

Step 2: Go through the Words
- Act. background knowledge+ introd. new vocabulary in context

    • MELS WOULD GO STEP 5 - -
      Step 3: Speak the Song line by line
  • Point

Step 4: Sing a line at a time.

  • Sing to Ss + Ss Sing back
  • Scaffold As needed

Step 5: Add Rhytmic Accompaniments
- clapping, finger snapping, foot stamping

96
Q

MELS
TEACHING
Use of Songs & Jazz Chants

A
  • Present Key Elements (Visual of song- Display all time)
  • Replicas of key elements (Scrapbook + Portfolio)
  • Activities to learn Key Elements
  • Respond Physically (Opportunities to practice gesture)
  • Students Join In - Sing and perform w/ soundtrack
97
Q

Planning the Use of A Song Rhyme
- MELS PLANNING

A
  • A: List of Key Elements (Prior Knw + Visual Support)
  • B: Details of use (T: Listens Point Key Element - S: Listen Imitate gesture Sing Along)
  • C: Winding Down Moments (Records of Texts for Ss - Audiomodels play bckgrnd)
  • Teacher encourage Students to Speak English Only
98
Q

Self-Regulation in ______ by ________.

A

Singer,Golinkoff & Hirsh-Pasek (2006).
Play = Learning

99
Q

Self-Regulation ( Singer,Golinkoff & Hirsh-Pasek (2006) - Play = Learning)
Leads into….

A

MELS

  • Developing metacognitive strategies.
  • Self-monitoring (1st year Elementary)
100
Q

Pinter (2006). Teaching Listening & Speaking
- COMPETENCIES

A
  • C1: To act on understanding of texts
  • C2: To communicate orally in English
101
Q

Play = Learning
Singer,Golinkoff & Hirsh-Pasek (2006)

A

• Cognitive development
• Social-emotional growth
• Literacy & Language development
+++ • Self-regulation

102
Q

Autonomous Steps of Play
(Vygotsky)

A
  • PLAY -
    A: Spoken Language (during play with others)
    B: ZPD (Intersubjectivity + Scaffolding w/ others)
    C: Self Regulation / Private Speech
    D: Autonomous
103
Q

Vygotsky
- Autonomous Steps of Play

A

A: Spoken Language (during play with others)
B: ZPD (Intersubjectivity + Scaffolding w/ others)
C: Self Regulation / Private Speech
D: Autonomous

104
Q

Vygotsky (Create ZPD)

A
  1. Intersubjectivity = Shared Understanding
  2. Scaffolding = w/ others to create ZPD
105
Q

Vygotsky
PRIVATE SPEECH

A

Self-Talk

  • Derived from Scaffolding Dialogues
  • When child faces Challenging Tasks (Important and frequent)
106
Q

Self-Talk

  • Derived from Scaffolding Dialogues
  • When child faces Challenging Tasks (Important and frequent)
A

Vygotsky
PRIVATE SPEECH

107
Q

MAKE-BELIEVE PLAY
Singer
Play=Learning

A

Contributes to

  • Abstract + Representational Thinking
  • Self-Regulation
  • Attention Span
  • Avoid Distraction
  • Overcome Impulsive Action
    (Repeat. practice of act independ. of what seen)
  • Self-Restraint
    (Voluntary follow Social Rules during Free Play)
108
Q

Becoming more Autonomous and Self-regulating
MELS (where)

A

Strategies (Learning)

  • Directed Attention (to task / ignore distractors)
  • Self-Monitoring (Ongoing Performance - own check)
  • Self-Evaluation (So Far - how well learned-performed check)

(Oxford) More Self-Directed

109
Q

Becoming More autonomous MELS
(Strategies: Directed Attention - Self Monitoring - Self Evaluation)
Leads into…

A

Metacognitive Strategies Dev.

110
Q

Metacognitive Strategy

  • What
  • Enables What
A
  • Higher Level of Consciousness (involving process)
  • Control + Improve Learning of Ss
111
Q

Metacognitive

A

Thinking about Thinking/Learning

112
Q

Self-Monitoring (chamot Strategies)

A

In Metacognitive
- Self-Monitoring

113
Q

MELS ESL PROGRAM
Self-Monitoring

A

MONITORS OWN LEARNING

  • To Act on Understanding of Texts / Strategies
  • To Communicate Orally in English / Strategies
114
Q

SPEAQ
Self-Monitoring Involves

A

involves checking -self-observation-
- verifying + correcting one’s performance
(while +learning task +communicating)

115
Q

THE THREE
3 Step Process of Self-Monitoring
Process with Cycle 1

A
  1. THINK
  2. CHECK
  3. ADJUST
116
Q

3 step process of self-monitoring
Process with Cycle 1

  1. ONE
A
  1. Think (6 flashcards 2/each)
  2. 1 - Listen & Concentrate (Directed Attention)
    - Looking at & Listening to Teacher
    - Listening to CDs
  3. 2 - Demonstrate my Understanding
    - Songs and Rhymes
    - Responding to Instruction
  4. 3 - Use English
    - in Songs and Rhymes
    - In Class
117
Q

3 step process of self-monitoring
Process with Cycle 1

  1. TWO
A
  1. Check

2.1 - Observe - Teacher Guides
(Questions & Feedback)

2.2 - Record
(Self-monitoring tools - from handbook)

118
Q

3 step process of self-monitoring
Process with Cycle 1

  1. THREE
A
  1. ADJUST
  • Scaffolded
    (4 -FOUR- Self-Monitoring Moments by task)
  • TEN 10 Minutes Adjustment
    (Problem Focussing on Appropriate Aspect)
- Immediate Regulation
(more effective than at the end for following class adjustment)
119
Q

SELF MONITORING

  • PROCEDURE ( MELS )
A
  • During Lesson (4)
  • Bonus Smiley
  • Take time (done appropriately + Ss understand Self-Reflection Tool)
  • ONLY if necessary (explain in french in Other Room)
120
Q

SELF EVALUATION vs. Self-monitoring

EVALUATION DEFINITION BY MELS

A

Students

  • Use Evaluation Criteria Targeted
  • Collect and Interpret Results
  • Make Decision for Action to be Taken
121
Q

Self-monitoring vs.
Self-evaluation

A

BOTH: Metacognitive Strategies aim at Improving Performance

  • Monitoring: Throughout (Checking and Adjusting)
    i. e. Formative Assessment Practice
  • Evaluation: At the end (Judging)
    i. e. Summative Assessment Practice
122
Q

formative assessment practice

A

Self-Monitoring
- Checking + Adjusting Throughout

123
Q
  • Summative assessment practice
A

Self-Evaluation
- Judging + at the End

124
Q

Self-Evaluation Procedure (MELS)

A

• End of lesson
• Big Smiley flashcard (use)
• Colour BIG Smiley (end of row)

125
Q

TEACHING - MELS
Students Reflection TEMPLATE
- Song or Rhyme

A

D.1 Self Monitoring
D.2 Self-Evaluation

  • Take time (to introduce reflection - may 15min)
  • Model Reflection (ask questions)
  • Use Appropriate Flashcards
  • Raise Hands + English
126
Q

Song Routine
- Self-Monitoring AND Flashcards

A

Self-Monitoring 1 - Look and Listen
Flashcard: Directed attention/concentration

Self-Monitoring 2 - Gestures
Flashcard: Demonstrating understanding (songs and rhymes)

Self-Monitoring 3 - Join In
Flashcard: Using English in songs & rhymes

Self-Monitoring 4 - Demonstrating understanding of instructions
Flashcard: Demonstrating understanding (responding toinstructions)

Self-Evaluation 5 - Evaluation
Flashcard: Big Smiley

127
Q

Learning Puzzle
Scaffolding

A
  • In the ZPD
    • Guiding + Facilitating
  • Dividing - easier storage in long-term memory
128
Q

Puzzle
Self-Monitoring

A
  • Scaffold Activity - 7-9 small steps
  • 4 times per Period
  • Metacognition = Higher-Order Thinking (BLOOM’S)
  • Long-term Memory
129
Q

Puzzle
Winding Down Moments

A
  • Meaningful Related Activities
  • On own Relax + Refocus
  • Long-term Memory
130
Q

Elementary Cycle 1
Competencies Review

A

• C1 : To act on understanding of texts
• C2: To communicate orally in English

  • Recall: reading & writing (C3) are
    not emphasized in Cycle 1
131
Q

Review via
Pinter (2006)

A

Teaching Listening & Speaking (review via)

132
Q

Teaching Listening & Speaking (review via)

A

Review via
Pinter (2006)

133
Q

What does Pinter (2006) say about Listening ?

A
  1. Aspects of difficulty
  2. Importance of teacher talk
3. Interactional modifications of language 
(part of negotiating meaning process - In-class Activity)
134
Q

What does Pinter (2006) say about Speaking?

A
  1. Speaking in chunks
135
Q

Pinter (2006). Teaching LISTENING & Teaching

NUMBER -1-

A
  1. Aspects of Difficulty
    LISTEN - C1: To act on understanding of texts

Text: + Type + Lenght + Voice
Type of Response (before -while- after)
Challenge of Parallel Processing

136
Q

Parallel Processing

A 
Decoding Text (Bottom-up)
- Knowledge of Linguistic System
Interpreting Text (Top-Down)
- Schematic Knowledge

NOTE PINTER: Children

  • Few abstract rule system of EN
  • less developed Schematic Knowledge
137
Q

Pinter (2006). Teaching LISTENING & Speaking
Teacher Make EASIER by…

A
  • Use gesture, facial expression, pointing visuals
  • Follow finger (Support Bottom-Up)
  • Adjust Speed Speech
  • Modify Language Complexity
  • Repeating Messages
138
Q

Pinter (2006). Teaching LISTENING & Speaking

TWO -2-

A
  1. Importance of teacher talk
    - Major Source of comprehensible Input
    - may be 90% of all Classroom talk
    - Recasts Ss L1 utt. into L2
    - Praise (affective function)
    - Social Convention Modeling (hello start)
    - Comprehension Check (negotiation of meaning- Piaget (x) Clarif. request)
139
Q

Pinter (2006). Teaching LISTENING & Speaking
THREE -3-

A
  1. Interactional modifications of language
    - Help Recall Better
140
Q

Pinter (2006). Teaching Listening & SPEAKING

Four -4-

A
  1. Speaking in chunks : C2
  • Children begin using unanalysed CHUNKS
    Unanalyzed (may not know - + how many words + what each word means)
  • Increases Fluency
  • May Teach (Purposeful Meaningful Chunks)
    Fully Fixed
    Partially Fixed (I like… + Personalized Verion of Texts

Z - Teaching Ped - Exam 2 (1 decks)

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