Grammar is not always the favorite part of language that educators want to teach or students want to learn. Let's take a quick look at some philosophies behind different instructional strategies, and then some practical perspectives on what it all might mean in the classroom.
Acquisition vs. Learning
Many schools, especially those with small English Language Learner populations, do not create separate classes for Beginners and Intermediates. What are a few instructional strategies that we can use in such an environment that provides an effective learning environment for our students and that doesn't drive the teacher insane at the same time?
Here are a few:
Our school year ended in mid-June and our District had little money for actual summer school. We used to have over one thousand of our students attending for at least six weeks — not because they were failing and had to retake classes, but because they wanted to get ahead. Now, we’re down to four classes for students who have failed a class and have to take it again. And there are no classes for English Language Learners.
The Picture Word Inductive Model (PWIM) is my favorite, and central, instructional strategy for teaching Beginning English Language Learners.
It's that time of year for many of us -- just a few weeks left in a very long school year. What can we do instead of counting down the days until the end and be energized for our students and for us?
I was a community organizer for nineteen years prior to becoming a teacher eleven years ago. Here are a few ideas that are modified versions of what organizers are often urged to do when they are feeling “burned-out”:
The Latin root of the word "motivation" means "that which inwardly moves a person to behave a certain way." Unfortunately, all too often we teachers talk about motivation as something we have to do to students instead of helping them identify ways they can motivate themselves.
Assessing our English Language Learner students can be a minefield, especially in the face of potential outside-of-class pressures from administrators, school and district mandates and, in some cases, parent pressure.
What assessment practices can we use that might be relatively objective and useful to everyone?