I totally agree that letting students come up with word choices from
their own vocabulary helps strengthen their vocabulary. I like to
brainstorm on the board and let them see the words that they choose.
Also, I like to allow them to use the thesaurus with their writing
assignments because they began to speak those words later and their
writing becomes stronger. At the end of the week the students are
allowed to compete with each other on test to win certain prizes.
Students love it! Students get to choose the language and win prizes for
doing so!(smile)

 

Educationally yours, 

Ms. L. K. Hudson, M.Ed. 
Elementary Educator 
"Minds are like parachutes. They only function when they are open." Sir
James Dewar 

 

________________________________

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Sheryl Rogel
Sent: Monday, May 12, 2008 2:50 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 2387] Re: advancing competency

 

Thanks for your input and I think that we are talking similarly.  Pat
seemed to recommend that a student use his or her own words to explore
other possible and perhaps richer word choices rather than just give
them a list of words.  I know I encourage my students to get ideas from
other ideas and see that in itself is a sign of lively thinking.

 

In my experience, students do respond to ideas for ways to choose richer
or more specific words.  The goal is that students having more choices
in their own "mind" file so they produce richer language, whether
speaking or writing.  

 

The thesaurus is one way and modeling is another. For example, I sit in
a chair and ask students to describe what I am doing in relation to a
chair..... they usually jump out with the word 'sitting', but since I am
sitting with my legs on either side of the back of the chair, they
eventually get to,  with or without prompting,  a more specific word
like 'straddling'.  Another example, do we want to write ..... my boss
'says',   "Come to work on time."  Or does she 'demand' or 'order' -
'scream' or 'shriek' or ....   All words that most students have some
familiarity but often do not choose as they first put "pen to paper" or
more likely "fingers to keys" .

 

That students know how to seek for richer language is more important,
whether using the thesaurus to seek out richer words for ones they are
already using, such as Pat mentioned, or by coming across delightful
words while reading or by listening to other's conversations as you
suggested.  At the close of the day that our students have been
captivated by language, that they find richer language on the tips of
their minds, and that they know how to seek for richness if they choose
is where I am striving.   

 

Your thoughts?  

 

Sheryl Rogel
English Instructor
Bates Technical College
1101 Yakima Ave S
Tacoma, WA   98498
253-680-7267 

"Every study of young writers I've done in the last twenty years has
underestimated what they can do; in fact, we know very little about the
human potential for writing."  Donald Graves

 

________________________________

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Steve Kaufmann
Sent: Monday, May 12, 2008 12:01 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 2384] Re: advancing competency

 

When learning a language I am always wary of words that I find in a
dictionary, or thesaurus, or list of synonyms. In fact I stay away from
them. They are not meaningful to me. 

I think that learners should be encouraged to learn words from their own
reading and listening, and to read more to acquire more words. They
need to keep track of the words they have already encountered and the
phrases where these words were used in familiar contexts. That is what I
do, and then I use flash cards to review these words and phrases. 

This helps to stimulate my powers of observation of the language, but it
is when I have met words often enough in interesting contexts that they
become a part of me, mostly incidentally, that is most of the words I
learn were not the ones that I deliberately reviewed.

Steve

On Mon, May 12, 2008 at 11:25 AM, Pat Olson
<polson at kishwaukeecollege.edu> wrote:

If computers are available, your students can make use of the synonym
function of Word (highlight "nice" for example, right click on top of
the highlighted word, click on "synonym" in the list that appears).
This will offer them alternatives that they can explore further.

 

Pat Olson

Literacy Coordinator

Kishwaukee College

21193 Malta Rd.

Malta IL 60150

(815) 825-2086, ext. 320

Adult Volunteer Tutoring

 

________________________________

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Sheryl Rogel
Sent: Monday, May 12, 2008 12:19 PM


To: The Adult English Language Learners Discussion List

Subject: [EnglishLanguage 2381] Re: advancing competency

 

Interesting.  Good starter for a conversation with students as we talk
about seeking out "other" words while editing their writing, like 'good'
and 'nice' and such words learned when first acquiring language.  This
is not too different from writers for whom English is their first
language as they often choose words that they learned when first
acquiring language.  I am thinking that when they are more careful about
using words that are more specific, like jog or sprint instead of run,
that they will be thinking in those terms more naturally.      

 

Sheryl Rogel
English Instructor
Bates Technical College
1101 Yakima Ave S
Tacoma, WA   98498
253-680-7267 

"Every study of young writers I've done in the last twenty years has
underestimated what they can do; in fact, we know very little about the
human potential for writing."  Donald Graves

 

________________________________

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Steve Kaufmann
Sent: Monday, May 12, 2008 9:46 AM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 2380] Re: advancing competency

 

Goals can be different for different learners. To me, one universal
goal, and a good measurement of one's level, is the number of words
known, and I mean just passively known. This can be relatively easily
measured with cloze tests. If these words have been acquired honestly,
through reading (and listening) , it usually means that a large number
of them have been acquired incidentally, and that the learner is on
his/her way to acquiring more words in the same way. Eventually, given
the opportunity to speak and write, more and more of these passive words
will become active. But passive vocabulary is the foundation of language
growth, and an excellent measurement of progress, in my view.


Steve

On Mon, May 12, 2008 at 9:16 AM, Sheryl Rogel <srogel at bates.ctc.edu>
wrote:

Very nicely explained Wayne.  I will be thoughtful about sharing your
thoughts with our students.  I think this description would be most
helpful for students in understanding their own language acquisition
struggles so they can proceed with confidence when setting explicit
goals.   Thank you

 

Sheryl Rogel
English Instructor
Bates Technical College
1101 Yakima Ave S
Tacoma, WA   98498
253-680-7267 

"Every study of young writers I've done in the last twenty years has
underestimated what they can do; in fact, we know very little about the
human potential for writing."  Donald Graves

 

________________________________

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Wayne Hall
Sent: Saturday, May 10, 2008 1:46 AM


To: The Adult English Language Learners Discussion List

Subject: [EnglishLanguage 2371] Re: advancing competency

 

A paradigm that I have used with advanced adult students of English in
Korea is to tell them that learning a language is a bit like being in a
small boat on a body of water. When students first begin learning a
language, it's a bit like being in a small boat that is passing midway
down a narrow stream. As the boat moves forward, the banks of the stream
are passing by, so it is easy for the learner/traveller to have a sense
of progress, and a sense of where they are going. 

 

When you become an advanced student, however, you have a problem...the
small stream has opened up into an "ocean" of English. There are no
"banks of the stream" anymore; nothing to give you a reference point or
a sense of direction. The language you've learned is now an ocean...it
goes on forever, and you can "move" and "see" in any possible direction.
However, it is now very difficult to have a sense of progress or a sense
of direction. You can move your boat over to the region of legalisms and
legal English, for example, and study those for a while...but when you
finish, there is still something else to learn. And there always will
be. 

 

So what does an advanced learner do? They have to develop new tools to
give themselves a reference point and be able to determine where they
are going and how they are progressing. They need a "nautical chart": a
set of explicit goals, means to achieve those goals, and ways or
milestones to measure your progress. Then we go through an exercise
where the students have to develop five very explicit, specific goals
ffor language acquisition, and how they will achieve those goals. For
example, one student decided she wanted to learn the names of all the
Italian spices, and what dishes they are used in.

 

Wayne Hall

Global Language School

Gumi, Korea



Holly Dilatush <holly at dilatush.com> wrote:

	Hello Sheryl, all,

	a quick response now, maybe more later --

	But setting written specific goals and then developing a rubric
(with input from learner and facilitator/instructor on observed
error/challenge patterns) --

	then ensuring that the rubric is understood, then editing
paragraphs with a focus on ONLY one rubric item at a time, repeatedly --


	challenge the learner to take one paragraph, edit it looking
ONLY for ONE of the errors she/he is trying to correct, 

	then have it reviewed by instructor, then edited / perfected
again for that ONE error only.

	Then repeat with another paragraph and another and another until
learner feels more confident in that skill (this may be a day, days,
weeks; varying per learner), then POST a written dated track record of
progress, and tackle the next item -- I've noticed in informal research
that this method yields positive results, measurable results, and is a
motivator, and often rapid incremental progress noted, with fewer
backslides than other approaches.

	 

	must dash, hope this makes some sense and is helpful in some way
-- will try to post/share a sample rubric later,

	Holly 

	On Fri, May 9, 2008 at 3:29 PM, Sheryl Rogel
<srogel at bates.ctc.edu> wrote:

	Greetings.  I am new to this blogging world; thus, I may be not
applying

	this form correctly as I am just 'replying to all' via my email.

	I am quite interested in the how teachers advance the language
of higher

	level learners of English.  In my regular college prep English
courses,

	I work with a few students each quarter at this level, and in
the last

	week I have been introduced to two young, 14 year old, Chinese
students

	attending a local private school who want to advance their
English this

	summer.

	
	
	They have been excellent students in their Chinese schools and
their

	thinking shows depth and much of their speaking and writing in
our

	language is delightful --- similar to our high school and adult

	students.   However, their writing also reflects a variety of

	misunderstandings about sentence structure and verb and
preposition

	choices, as well as a lack of depth in vocabulary, i.e. overuse
of words

	such as 'good' - 'nice' - words that appear in primary school
readers.

	They are asked to write page+ long assignments and the
misunderstandings

	continue to pile up until we must ask,  "Where do we start?"

	Any suggestions focusing on strategies, lessons, and/or ideas
that have

	been successful in advancing English competency would be
welcomed.

	Thank you.

	
	
	
	Holly (Dilatush)
	
	holly at dilatush.com

	(434) 960.7177 cell phone

	(434) 295.9716 home phone

	[OK to call 7:30 a.m. to 9:30 p.m. EST / GMT -5 time]

	"As soon as we begin to generalize, we fail to have meaningful
dialogue." (Katherine Mercurio Gotthardt, 2008)

	"Live with intention. Share inside~out smiles, inspire hope,
seek awe and nurture in nature."

	www.tales-around-the-world.blogspot.com
<http://www.tales-around-the-world.blogspot.com/> 

	www.abavirtual-learningcenter.org
<http://www.abavirtual-learningcenter.org/>  

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	National Institute for Literacy
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	Email delivered to bw_hall at yahoo.com

 

  

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To unsubscribe or change your subscription settings, please go to
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-- 
Steve Kaufmann
www.lingq.com
1-604-922-8514 


----------------------------------------------------
National Institute for Literacy
Adult English Language Learners mailing list
EnglishLanguage at nifl.gov
To unsubscribe or change your subscription settings, please go to
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Email delivered to steve at thelinguist.com




-- 
Steve Kaufmann
www.lingq.com
1-604-922-8514 

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