Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h68M2xC06016; Tue, 8 Jul 2003 18:02:59 -0400 (EDT) Date: Tue, 8 Jul 2003 18:02:59 -0400 (EDT) Message-Id: <002401c34581$7f71ad80$3a01a8c0@literacy> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "Holly Gensaw" <hgensaw@ncen.org> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9124] Re: Results from Context Question X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2600.0000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3260 Lines: 66 My understanding of the difference between context and content is: Educators often refer to the subject areas taught as content areas. For example, math, history etc. are taught to L2 students in a class that is more language accessible. We use sheltered language to to teach in the content areas. The context is the medium or the topic being taught. For example, teaching students in context about economics may involve a field trip to the bank, using realia such as fake checkbooks, balance sheets etc., to practice the realistic skills needed (math, communication,) in a way that mirrors the true experience of the intended goal (to familiarize students with the language and math they will need in order to open and maintain a checking account. ) ----- Original Message ----- From: "Jennifer Morrow" <jmorrow@jcplin.org> To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> Sent: Monday, July 07, 2003 1:25 PM Subject: [NIFL-ESL:9114] Results from Context Question > Fellow Listers, > I recently posted a question to the list asking for context-based ESL lessons. I received several great responses and ideas. Thanks to all of you! I wanted to summarize the responses for you. > > These ideas were posted in response... > -Ask students about their context and build lessons from that conversation. (i.e. the grocery store) > -Involve the students and find a consensus about what context to use for lessons. > -Let the students plan their own lessons (from their own context.) > -Use the newspaper as a teaching tool and context. > -Use activities from http://daveseslcafe.com > -Use activities from http://www.onestopenglish.com > -Avoid teaching from textbooks for great lengths of time. > -Teach lessons based on student interest, background, and needs. > -Teach lessons in a creative way. > -Review the book Content-Based College ESL Instruction > -Use materials produced by the Tacoma Community House Volunteer Training Project. > > I found the One Stop English website particularly good and the lessons there easy to adapt for my one-on-one program. > > One thing kept repeating itself during this process. I got the feeling that a lot of the postings and resources interchanged the terms 'context' and 'content.' To me, they are very different things. Then I started to think about it more deeply. They can be confusing terms. I think they can be the same thing especially for college students, etc. Their context and content can be the same: grammar, history, composition, etc. Most of my ESL students are here for reasons other than education. With them, I view context and content as very different things: content may be vocabulary or conversation but their context may be their job, shopping in stores, their child's school, a doctor's office, or any number of contexts specific to them. I guess I was thinking more of life situations as contexts, not school situations. How would you define context and content? Do you think they are the same or different? What contexts do your students learn content through? I would appr! > eciate your input as I am still wrestling with the definitions myself. > > Jennifer Morrow > Johnson County Public Library > Adult Learning Center > (317) 738-4677 > jmorrow@jcplin.org >
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