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Teach English Now! Second Language Reading, Writing, and Grammar

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Arizona State University

Teach English Now! Second Language Reading, Writing, and Grammar

862 notes

Cours 1 sur 4 dans Specialization TESOL Certificate, Part 2: Teach English Now!

In this course, you will learn ideas for teaching reading and writing courses, and how to include grammar instruction within them. Learn how to help students with differing types of reading problems and how to implement both intensive and extensive reading strategies. Learn strategies to engage students in the stages of writing--pre-writing, writing, and post-writing. Find out about different writing problems that students may encounter. Incorporate grammar through the use of noticing and input enhancement.

À partir de la leçon

The Princess and the Pea

In this module, learners are given the opportunity to think about how to integrate grammar into a reading and writing class. Teachers are taught the principle of noticing, and the importance of noticing for both learner and instructor. Teachers are also taught about how to enhance input in order to help students notice, and hopefully, acquire language.

Video 6: Summary Video4:56

Rencontrer les enseignants

Jessica Cinco
International Educator
Global Launch
Dr. Shane Dixon
Senior International Educator
Arizona State University Global Launch
Dr. Justin Shewell
Senior International Educator
Arizona State University

[MUSIC]

Nice to see you again here at Teach English Now.

In this module, we've asked you to think about incorporating grammar into your

reading and writing instruction.

First we talked briefly about why grammar instruction is necessary.

We shared with you that language learners are not likely to use grammar accurately

unless we give grammar some special attention.

While there have been competing theories throughout the history of TESOL that

sometimes state otherwise, most specialists today believe that

grammar instruction is a necessary component of language education.

And that learners need to notice and

focus on grammar forms in order to eventually acquire them.

>> Well, there are a lot of things we could teach you then it comes to the topic

of grammar.

We introduced you mostly to the idea of noticing.

We introduce two initial tips for

helping learners when they notice and focus on grammar.

First, you as a teacher must notice two things.

First, the individual grammatical errors your students make and

second, the collective or group errors that your students make.

Well we haven't spoken too much about strategies to to correct or

instruct on student errors.

We want you to now how important it is to pay attention to your learners themselves.

This is one way to ensure a student centered rather than a book

centered approach.

>> But let's not stop there.

Not only are you supposed to notice your student errors, but

part of grammar instruction involves helping students to notice their errors.

We introduce Schmidt's noticing hypothesis, which states that it is not

likely for students to improve certain grammatical features,

If they aren't made aware of them.

>> [LAUGH] And how do you help your students notice grammatical features?

We also mentioned Mike Sharwood Smith's idea of input enhancement.

Smith suggests that if noticing is a problem,

then one of the best things we can do as teachers is to make certain items

are more clear, more salient, more, more noticeable.

You want certain features, especially those that students are struggling with to

jump out at your learners.

And in a reading and writing class you can do this in a number of ways.

If you notice your student struggling with a grammatical principle,

you may wish to show that grammatical principle in your next reading by bolding,

underlining, or italicizing examples of that principle.

You might want to give instructions on that particular principle, and

give students time to practice it.

And certainly, you can give students feedback on writing assignments that

feature specific grammatical items that they need to start noticing.

>> Above all, remember that students are acquiring language on

their subconscious schedules, not on your curriculum calendar.

And don't get caught up, like the queen, on teaching elements of

grammar that are not truly useful, nor attainable, by students.

Acquisition and

grammatical items sometimes takes a longer time than we teachers want it to.

And often we teach tiny, difficult items,

peas if you will, that only a princess would be able to notice.

So, do you have explicit grammar and instruction in your own lesson plans?

As you consider each lesson plan you write, you may want to step back and

see if there are any grammatical items worth teaching.

While noticing your learners is a good idea,

one thing we didn't mention is that often the reading and writing assignments

you use in your classroom create demand for certain kinds of grammatical items.

As you create your own lesson plan,

one more thing to notice is the grammar items that jump out at you.

Is there a lot of present tense, future tense, phrasal verbs?

Well, then maybe that is an opportunity to stop reading,

stop writing and have a little grammar noticing activity.

>> That's a great idea Jessica.

Now, as usual it's your turn.

After completing the writing prompt and reviewing your peers' submissions,

it will be time for another checkpoint quiz.

Remember that you can go back and

review all the previous material in this module to make sure you are prepared.

You can also post in the discussion boards if there are any concepts you want to

discuss further with your fellow learners.

Good luck and we'll see you again soon.

[MUSIC]

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