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RWL in ESL Chapter 6 too

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Information about RWL in ESL Chapter 6 too
Education

Published on February 1, 2009

Author: seanreed

Source: authorstream.com

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Words and Meaning:English Learners’Vocabulary DevelopmentChapter 6 : Words and Meaning:English Learners’Vocabulary DevelopmentChapter 6 What does research tell us about vocab developmentin L2?Native speakers learn faster than L2 : What does research tell us about vocab developmentin L2?Native speakers learn faster than L2 Vocab knowledge: : Vocab knowledge: Form Meaning Context What words do students need to know? : What words do students need to know? High frequency words Academic content words (low frequency) How do Ss learn new words? : How do Ss learn new words? Relate the “new” to the “known” Offer repetitions of the new word in meaningful context. Provide opportunities for deeper processing of word meaning Engage students in using newly learned words Provide explicit instruction on strategies How do we differentiatevocab assessmentand instruction? : How do we differentiatevocab assessmentand instruction? Consider: Age and grade English Language Proficiency (oral + written) Primary Language Proficiency (oral + written) Educational experiences Dictionaries : Dictionaries Picture dictionaries Bilingual dictionaries Monolingual dictionaries Language Learner dictionaries Beginning Level Learners:Characteristics & Strategies : Beginning Level Learners:Characteristics & Strategies Total Physical Response (TPR) Read aloud Word cards Word Wall dictionary Working with idioms Intermediate Level Learners:Characteristics & Strategies : Intermediate Level Learners:Characteristics & Strategies Word Wheels Language Wheels Vocabulary Self-Collection strategy Word Wizard Contextual Redefinition Vocabulary Journals Dictionary Use Teaching Prefixes and Suffixes Useful Word Learning Strategies (by older learners) Assessing L2 Learners’ Vocabulary Progress : Assessing L2 Learners’ Vocabulary Progress Several ways: Observe Personal dictionaries Word meaning discussion Classify Multiple choice Matching items Traditional assessments Differentiating Vocabulary Instruction : Differentiating Vocabulary Instruction Consider students word knowledge in relation to grade level curriculum standards, goals, objectives Summary : Summary 3 Major sources of word learning: : 3 Major sources of word learning: Incidental learning of words in context Explicit instruction on specific words Explicit instruction on strategies Slide 14: This slide is intentionally left blank. It can be used when editing this ppt. Its transition setting is different than the other slides (blue slides), therefore it can be used for the slides within subsections of chapter. –peace and health, Sean

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