Using Natural Reader in ESL context

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Information about Using Natural Reader in ESL context

Published on March 13, 2014

Author: lian.ania


PowerPoint Presentation: Learner and the concept of habitus When we segment English into learnable units, we do so on the basis of our descriptors or categories that describe English. These ways of segmenting are not only biased; they also have nothing to do with the way students experience English, or indeed, the kinds of problems they experience when they learn English. PowerPoint Presentation: The principles of an exploratory, resource-based approach to learning Learner-centredness – an exploratory approach provides us with a conceptual framework for thinking of developing learning environments and activities which build on students’ current knowledge by tapping into what they know and creating opportunities for students to explore the value of what they know in new contexts and in so doing creating new connections . Inclusion - An exploratory approach begins with the student and motivates teachers to constructing strategies which are increasingly efficient in engaging what students know, rather than being bias to culture specific forms of knowledge . Resource based learning – An exploratory approach favours the use of resources over the sole reliance on the teacher. In this way, the focus is on supporting students’ communicative engagement in activities that link them with their context. This is very different from (abstract, arbitrarily constructed) activities which focus on teaching and whose objective is to pour some content into students’ heads and whose relevance to students’ lives and context is not apparent to them. PowerPoint Presentation: T he principles of an exploratory, resource-based approach to learning. Communication as the key – This principle involves creating activities which are embedded in students’ context, and which help them relate better to that context, need to be both, global and detail in nature. Their global aspect relates to their purpose and to students being able to experience themselves in them. The detail aspect relates to a multitude of ways in which teachers make it possible for students to investigate for themselves how well they are doing in that activity. This may involve students’ individualized work (this means including resources, game-based exercises), group work (creating things and negotiating their shape and outcomes), or even the teacher exploring in class with the students issues relevant to all students and , in so doing, identifying what specific resources he or she needs to make available for students to assist them better. Diversity – An exploratory approach does not discriminate between students on the basis of their culture or background. The assumption on which it works is that expansion is the main purpose of education. As a result, the objective of learning is to expand the terms on which students build their engagement in the world, all students of all backgrounds. So the aim is for students not to reproduce what they know, but to expand this knowledge and in so doing, be in the position of having cognitive tools that enable students to appreciate differences.

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