Nuts and Bolts in Language Learning - Essay Example

 Table of Contents Introduction………………………………………………………………………3 Indicators of Instruction: Lesson Delivery…………………………………….3 Indicators of Review/Assessment……………………………………………..5 Scoring and interpretation of the SIOP………………………………………..6 Conclusion………………………………………………………………………..7 Sources……………………………………………………………………………9 Introduction Nuts and bolts in language learning are the vital links between learning techniques, study materials and pedagogical sessions where the learner finds learning stimulating and meaningful. Nuts and bolts may be the most insignificant components in a heavy, complex machine. However, it is well nigh impossible to assemble the imposing structure without them. So also in the case of language learning, the teacher must be attentive to these missing links which virtually perform the role of “nuts and bolts” in piecing together a new language in the student’s mind. Remember, nuts and bolts come in many shapes, sizes and some of them could appear quite intriguing. For example, there is one special bolt with a hole at the bottom to accommodate a locking device. Well, now do not go hunting for nuts and bolts. Keep your eyes and ears open. The ideas will come to you. The important part of teaching is students’ receptivity. Are all the students attentive to what is being taught? It is not possible to keep all the students engaged all the time. Nonetheless, if the content of the delivery or discussion generates curiosity, it is bound to keep the students riveted to the oration. Indicators of Instruction: Lesson Delivery Any experienced teacher of the English as a Second Language (ESL) will understand the importance of techniques, models or materials s/he has acquired in her/his arsenal by training, peer discussions, or personal observation. These are prized possessions and the reward for helping students successfully overcome the hazards in language learning. (Easton, Lois Brown) Teaching of second language is altogether a different genre. One can teach the first language, science, mathematics, and social sciences since these basically involve concepts, illustrations and practical exercises, the common denominator being that the teacher and student share a common legacy of a known language. However, teaching second language requires different mettle where the teacher carries heavy responsibility in addressing not only a language but tradition and culture. For instance, an innocent word in one language may mean something grand or awful in the second language. I once had students giggling and chuckling when one particular word in English meant some delicacy in the first language. If the teacher is new to the second language, it is imperative that s/he serve as an assistant to an experienced second language teacher or receive thorough briefing from someone well acquainted in the second language and its culture before s/he begins her pedagogical sessions. Textbooks, workbooks, and other study material are needed in ESL. Along with these, a dash of creativity goes a long way to make the students feel comfortable and capable of learning the language. Use of popular songs like Jack and Jill went up the hill, Twinkle twinkle little star, There is a hold in the bucket, dear Lisa, etc. is one effective way for ESL students to pick English words rapidly through rote actions. Ideally, to begin use a few four line rhymes to break the ice and set the ball rolling. Art and craft is another effective method of creatively teaching ESL. Interact with the students to select some 10-15 English proverbs and have each student write one of these artistically on thick paper sheets of different colors which could be pinned on notice boards or other prominent places as eye-catching posters. This technique could be gradually upgraded to picture reading where students are given pictures of gardens, small bridges serving as walk over between streamlets, etc. and encouraged to describe the scenery in say, 100 words. Teachers and study materials must make good use of pictures and other form of visuals like sketches and graphs in ESL. It is said a person retains 20 percent of what s/he hears, 50% of what s/he sees, and 80% of what s/he both sees and hears. Undoubtedly, language learning may require socio-cultural understanding of the second language. It is important to appreciate the sensitivities of cultures while dealing with language learning. As far as is possible, all necessary precautions must be taken so that each culture is accorded due respect and there is no scope for misinterpretation of socio-cultural practices observed in either language. (Thuy Da Lam) Indicators of Review/Assessment Review/assessment is an important part of learning. As a matter of routine, textbooks and other study material carry objective questions and direct form of questions requiring the students to provide answers to what, why, where, when, whether, and how. Objective questions are by and large filling of blanks, matching of pairs, choosing the right answer among a number of answers, true or false statements, etc. Reviews of ESL lessons are more vocabulary and contents centric. They evaluate a student’s performance on the basis of her/his retention and grasp of the ESL lessons covered. Reviews/assessments also perform the important function of delving into the student’s attitudes, conduct, traits, weak points, efforts at self-discipline and self-improvement. At least one-third of the assessment must be concentrated on creative activity like group discussion, picture reading or short speech/simple presentation. These are where language skills and challenges lie. Ideally, it is good strategy to not lay stress on grammar and vocabulary. Initially ESL students cannot avoid committing grammatical and vocabulary errors. These errors have to be pointed out sufficiently enough for the student to understand their weak points. Once the students have understood their weak points, it is mission accomplished. The human brain has this remarkable ability to achieve gradual perfection. (Bilingual/ESL Education Program) Scoring and interpretation of the SIOP Be generous in awarding grades. It may appear to be appeasement in the beginning. But it has tremendous confidence boosting potential. The idea is to appreciate application and efforts. The strategy is to put the students on the right track. A solid foundation rests on the bedrock of impenetrable sediment. It takes time to dig through many layers of mud and stones before laying the foundation. Allow students time to build their language edifice, brick by brick. Remember, Rome was not built in a day! The student has learnt his first language. Provide him the tools to use the first language as stepping stones for the second language. One method universally applied is biliteral study material in which text in the first language has translation in the second language, so the student knows what s/he is studying. Normally, when awarding grades for ESL students, I work it from top and descend several notches lower down. I overlook grammar and vocabulary errors at the beginners’ level. To a large extent, proficiency in grammar and vocabulary must be left for the intermediate level. (Bilingual/ESL Education Program, p13) The scores never descend below 50%. If it does, the blame rests with me for choosing a syllabus too advanced and difficult for her/him. Neatness, evidence of hard work, inclination to do better, are some of the criteria to consider in awarding scores. At the beginner’s level the extent the student has made use of the first language in her/his endeavor to grasp the second language will play critical role in her/his ratings in the SIOP model. Conclusion English has evolved as a global language with academic and economical overtones. No nation can afford to bypass this language and hope to make headway in the global mainstream. The methods and techniques of teaching English as second language are nowhere close to saturation point. Efforts are continually taking place to create an ideal instruction manual for ESL. Of the thousands of books and manuals explaining the basics of learning ESL, no one can assuredly conclude that methods and techniques are exhaustive. The efforts to create an ideal instructional syllabus will continue. Changing times and systems will only add to the need for more updated and effective versions of learning ESL. (Thuy Da Lam) Sources: Bilingual/ESL Education Program, Instructional Model, 15 November, 2005, Updated September 2007, Brownsville Independent School District, Texas, http://www.bisd.us/Bilingual_Education/INSTRUCTIONAL MODEL UPDATED SEPT 2007.pdf Easton, Lois Brown, How the Tuning Protocol Works, 237993_Easton.pdf ELL Resources: Materials, The Teacher’s Toolbox, Northshore School District, http://instruction.nsd.org/ell_resources/strategies/materials.html Ernst-Slavit, Gisela and Mulhern, Margaret, Bilingual Books: Promoting Literacy and Biliteracy in the Second Language and Mainstream Classroom, 237993_Ernst.pdf Haynes, Judy, SIOP: Making Content Comprehensible for ELLs, everythingELS.net, http://www.everythingesl.net/inservices/using_siop_model_08621.php.php SIOP Strategies, University of Nebraska Kearney, http://www.unk.edu/acad/coe/platte/index.php?id=20244 Thuy Da Lam, Content and Project Based ESL Learning, University of Hawaii, http://www.hawaii.edu/cslr/contentbasedlearning.pdf Read More