The Role-Play Activity
The Role-Play Activity could be the best way to stimulate conversation. By this activity, 1st year EFL learners can learn new vocabulary, words statements and know how to use them in its correct context by asking to perform dialogues, negotiate with your partner on an item such as computer or large piece of furniture, and discuss things such as warranty that are found in (ESLGold, 2010). This activity will help them to know the right place of each discourse and give them an opportunity to practice it well, improve the FL and create a relaxed area while sharing ideas. As Livingstone said, The role-play is a classroom activity, which gives the student the opportunity to practice the language, the aspects of role behaviour
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In simulations, 1st year EFL learners could bring items to the class to create a realistic environment. For instance, if a learner is acting as a singer, she brings a microphone to sing and so on. Role-plays and simulations have many advantages. First, since they are entertaining, they motivate the learners. Second, as Harmer (2001, p. 275) suggests, they increase the self-confidence of hesitant learners, because in role-play and simulation activities, they will have a different role and do not have to speak for themselves.
Storytelling
First year EFL Learners could create their own stories to tell their classmates or summarize a tale or story they heard from somebody else. Story telling could help learners developing creative thinking and to know how to develop ideas from introduction, body, and then conclusion without forgetting to include the characters and the setting. Learners also can tell riddles or jokes. For instance, at the beginning of each class, the teacher should call few learners to tell short riddles or jokes as an opening. In this way, he will not only address their speaking ability but getting the attention of the class.
Story
All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them
Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient
B.1. Video number 34, Engaging in Meaningful Play and Role Play to Explore Community Jobs, cultural appropriateness of the resources and learning opportunities are used by the teacher explaining the many different jobs that are in a community.
I would say that our strongest resource that supports EAL learners are the Young Interpreters. I feel that this is a very effective resource where children support each other; the Young Interpreters are frequently from the upper key stage who are fluent in English and another language. It is amazing to watch children engage in cross-age learning and to gradually make steady progress through the use of this active resource. It is also apparent that children find it much easier to communicate with another child than an adult, so this 1:1 approach is highly
Grouping ELL students with “peer-buddies” or students appointed to assist the ELL student can give the ELL student more opportunities for using conversational English, allow them to receive minor assistance without interrupting the teacher, and give
ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from
Learners were then given the opportunity to either write a diary, perform a short role-play
First, teachers must foster a relationship with their students and the students’ parents. It is important to understand the different perspectives of fears, hopes, and dreams the students set and what the parents want for their children. Second, students should be held to high standards and be praised for reaching these standards. No matter the student’s level, high standards should be expected. Next, teachers can use role play and cooperative learning to bridge the communication gap for the students because not all of the students will speak the same language at school as they do at home. It also helps students to be the center of instruction and ask questions as the teacher facilitates the learning. Finally, teachers should always tie the material to a real world experience or task the students have or will encounter. This shows how important the material actually
Consistent use of scaffolding techniques throughout the lesson. Introduce a new concept using a lot of scaffolding and decrease support as time goes on.
Bruner (1996) views children as active problem-solvers who are ready to explore 'difficult ' subjects and who are learning from birth. It is stated (Emslie & Mesle, 2009) that children need to feel the joy of success, because if a child keep thwarted, he may have the sense of inferiority and timidity when confronted with new activities or tasks, which results in the lack of learning motivation and capacity. Every child has his own personality, interests and strengths, when children are playing, they can play the role that they are good at to get a sense of fulfillment. For example, in role play, a girl can play the role of mother and take care of baby dolls to feel “needed”. It is also important for teachers to understand each of the children and organize different activities so that everyone have the chance to show their fortes. Getting time to explore the world around them, so that through repetition and success children develop the confidence to try more complex activities, they can establish a virtuous cycle. When children feel safe, they will feel capable to meet challenges more effectively.
Play is such a vital process through which children learn and develop.Play gives children the opportunity to learn, develop and experiment outside the constraints of real life. Through play children gain skills, knowledge and experiences and they get prepared to stand up as a human being and a member of society. But only by playing children do not reach up to that level. At some point of time the adult intervention is required to get the right direction of play.
Play tests the ability of the children to be able to develop ideas around places and objective. The pretend play assists children in developing important critical thinking and evaluative skills. For instance, the board games tech the children importance concept such as waiting, turn-taking and socialization with other students. Children during play use gross and fine motor skills and react socially to each other. The children thinking what they are going to do and use language to communicate with one another and they respond emotionally to the activities.
Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.