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 j3TMY1G00510; Fri, 29 Apr 2005 18:34:01 -0400 (EDT) Date: Fri, 29 Apr 2005 18:34:01 -0400 (EDT) Message-Id: <1114813812.4272b57439b9f@webmailimpa.dur.ac.uk> 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: s.e.kirk@durham.ac.uk To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10861] Re: help with mixed level class X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 7389 Lines: 213 Sandi, Two approaches that have worked well for me with multi-level (and multi- lingual) classes are TPR (Total Physical Response www.tpr-world.org) and Task Based Learning (Jane Willis). The first is (initially) comprehension based, involves pupils moving and 'doing' the language and is a fantastic way of building basic vocabulary in low level learners. It is a gift for pupils with very little language, since they are not required to produce until they feel ready - and kids love it. The second involves pupils focusing on a 'task' rather than the language: the ESL/EFL (etc) is the vehicle to get other things done - like building a model, producing a poster, or whatever. Learners are thus able to bring to the task those linguistic resources that they have - and they are able to learn from their more able peers through completion of the task. Since the teacher is 'freed up' during the task, s/he can take language notes on problematic patterns in the group and these may serve as inspiration for future language input sessions, either immediately following the task, or in a subsequent class. I have done a class, for instance, where students work together on a poster collaboratively - but they lack sufficient numbers of pens, rulers, etc to have enough each and so must interact to finish the task. On seeing what learners are and are not able to produce, I am then able to provide language input with functional expressions like "where's the...?"; "could you pass me the...?"; etc. Students then (e.g.) continue with the same (or an analogous) task with their new found skills, and can feel the difference in what they are able to produce and achieve with their English. Hope this sparks some ideas... Regards, Steve Kirk. _________________________________________ University of Durham Language Centre/ Department of Language & Linguistics, Elvet Riverside, New Elvet, Durham DH1 3JT Office Tel: 0191-334-2230 (x8246) Office Fax: 0191-334-2231 _________________________________________ > > > Hi all, > > > Thanks so much for the responses this far. I am happy people are thinking > of > > ideas for me. > > > Just a few qualifiers about my situation: > > > 1) I am looking for activites that work well for both people who speak NO > > English (as in they do not understand when you say "What's your name") and > > advanced beginners. The folks who speak NO English often have very low > > literacy in their home languages. > > > 2) I have NO fancy resources in the classroom. No tape recorders, no tvs, > no > > computers, no electronic equipment of any kind. Just me, a white board and > the > > students. > > > Thanks, > > > Sandi > > > > > > --- "Melvin Dr. Clark" <drclark@southtexascollege.edu> wrote: > >> A really wonderful resource I've used is Dr. Clark's Multilevel ESL > >> Handbook, 1990. Lots of activities and the "why" of multi-level grouping, > >> etc. Of course, Dr. Clark is me! I've sold more than 500 through DELTA > >> SYSTEMS, Chicago, but am now selling them out of my office. Let me know. > >> > >> -----Original Message----- > >> From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov]On Behalf Of Debra > >> Clouston > >> Sent: Thursday, April 28, 2005 10:22 AM > >> To: Multiple recipients of list > >> Subject: [NIFL-ESL:10845] Re: help with mixed level class > >> > >> > >> If you have the resources, I would put them in groups and change out with > >> activities. Also, if you have a volunteer from a local literacy council, > a > >> church, or a higher level student in the class. I'd bring that person > into > >> the picture as well. > >> > >> As far as resources, computers. Rosetta Stone is a great software > package > >> that services students beginning to advanced. Or, you could use > cassette > >> recorders with books on tape. Hooked on Phonics. OR, just make up > your > >> own games like concentration. That's good for many topics. Match > >> numbers to numerals. Match pictures to words. > >> > >> Reading aloud to the students using larger big books is good for all > lower > >> level students to see the written word. They can follow while you read. > >> > >> Also, there is a way of teaching with pictures that allows you to have > >> communication from the basic level to a higher level at one time. You > have > >> the lower students discuss who is in the picture, what kind of clothing > they > >> are wearing, make up jobs they might have, the advanced students would > have > >> a a higher level of response. Your questions would be more detailed. > >> > >> Also, you could set up groups whereby when the higher students come in > they > >> work on a reading comprehension story and answer the questions together > >> while you work with a lower group. Then switch out so that you are > working > >> with the higher while the lower works together. A volunteer could help > >> with this in case the lower group gets stuck. > >> > >> Watch Crossroads Cafe' video tapes together. The workbooks are leveled > to > >> high, medium, low so that when they are working the follow-up, each would > be > >> working on their level. > >> > >> I hope some of this helps. > >> > >> Debra > >> > >> Debra Clouston, M.Ed. > >> Director of Literacy/Basic Skills > >> Craven Community College > >> 800 College Court > >> New Bern, NC 28562 > >> (252) 638-7246 > >> Fax: (252) 638-3538 > >> cloustod@cravencc.edu > >> > >> > >> > >> > >> >>> gubinorama@yahoo.com 04/28/05 10:49AM >>> > >> Hello all, > >> > >> I need help figuring out some activities for a very mixed-level class. > >> > >> I teach an Advanced Beginner-Intermediate ESL class. Last week, I taught > a > >> class with three new students two of whom spoke hardly any English (They > >> didn't understand "What's your name" and "Where are you from.") and one > of > >> who > >> spoke just a bit more. The other three of my students were at the > advanced > >> beginner level; I was working on the simple past tense with them and > prosody > >> issues. I had a hard time improvising activities for the class and that > is > >> why > >> I am writing this list. > >> > >> Do you have ideas about activities that would work for such a mixed-level > >> class > >> as the one I describe above? > >> > >> I would appreciate both ideas for activities/teaching points the entire > >> class > >> can participate in at the same time AND ideas for activities that can > occur > >> side-by-side, e.g. half the class does a worksheet and the other half > works > >> with me. > >> > >> Some background: I teach in a rolling admissions ESL program with very > mixed > >> level classes (mixed both in terms of language ability and literacy). I > am > >> used to teaching in this environment, but earlier this week, I got thrown > >> for a > >> loop. > >> > >> Thanks! > >> > >> Sandi > >> Gubinorama at yahoo > >> > >> > >> __________________________________________________ > >> Do You Yahoo!? > >> Tired of spam? Yahoo! Mail has the best spam protection around > >> http://mail.yahoo.com > >> > > > __________________________________________________ > > Do You Yahoo!? > > Tired of spam? Yahoo! Mail has the best spam protection around > > http://mail.yahoo.com > > > > -- > С уважением, > Star-galaxy mailto:Star-galaxy@mail.ru > >
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