English language learners (ELLs) often struggle with grammar. When working with ELLs, one effective strategy is focusing on first language (L1) interference. Teachers who understand how an L1 can interfere with second language acquisition can target grammar trouble spots with which students struggle. Through pedagogical grammar instruction, teachers also can prioritize which grammar trouble spots to teach based on those most likely to impede comprehension, and depending on the communicative context (Hinkel, 2016). Teachers then can put ELLs on a path to success by helping them gain greater control of sentence structure, subject–verb agreement, prepositions, and articles.
Sentence Structure
English sentences have a subject-verb-object (S-V-O) structure. Many other languages such as Armenian, Bengali, Burmese Hindi, Hungarian, Japanese, Korean, and Turkish have the subject-object-verb (S-O-V) structure. Because the L1 verb appears at the end of sentences,teachers can anticipate that beginner level ELLs will have trouble with verb placement (Baker, 2011). In a typical English sentence such as Tom eats apples, an L1 Japanese student might place the verb at the end of the sentence to produce Tom apples eats.
To counter this tendency, have students view a short movie or cartoon clip. Then give students a written copy of the dialogue (some YouTube clips include transcripts, nonreaders might need to view the clip several times to place sentences in their short-term memory). Pair students and have them practice repeating sentences from the video. Ask students to point out the S-V-O pattern.
Subject–Verb Agreement
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Eight Tips For A Successful Start: Teaching Special Ed
I nervously stood outside the front door of the school and waited to greet my first class. A teacher brought a little girl over to me and said, “This is Olivia. Hold on tight—she runs.” I had tried to prepare myself for this instant, determined to make an impact on my new students. Despite my preparation, I was overwhelmed by the first day of school. These eight tips highlight what I wish I had known that first day as a Special Education teacher.
No Interference, Please!
English language learners (ELLs) often struggle with grammar. When working with ELLs, one effective strategy is focusing on first language (L1) interference. Teachers who understand how an L1 can interfere with second language acquisition can target grammar trouble spots with which students struggle. Through pedagogical grammar instruction, teachers also can prioritize which grammar trouble spots to teach based on those most likely to impede comprehension, and depending on the communicative context (Hinkel, 2016). Teachers then can put ELLs on a path to success by helping them gain greater control of sentence structure, subject–verb agreement, prepositions, and articles.
Teacher Listening To Enhance Learning: Five Strategies For Success
Epictetus (1907/1980) once said, “We have two ears and one mouth, so we can listen twice as much as we speak.” However, when preservice teachers are asked to picture a teacher and describe what they see, they typically describe the teacher standing in the front of the classroom speaking to a group of attentive students. Our classroom experience reinforced the practice that students should sit and listen while teachers stand and talk.
So You Want To Flip Your Class: 9 Guidelines To Read First
Flipped learning is an instructional approach that typically involves students watching videos and completing online activities as homework, and then engaging in applied learning during class time. Teachers flip their classes because they know their students will participate in more meaningful activities and take ownership for their learning. Flipping allows teachers to provide more differentiated instruction and feedback. These nine basic guidelines will help you flip a unit in your class.
5 M's Of Using Social Media In Your Classroom
Social media is everywhere these days. From Facebook (www.facebook.com) to YouTube (www.youtube.com), students use social media to connect and share information with friends, family, and even strangers. Why not use social media in the classroom to keep things interesting? It can be a powerful tool that can lead to more engagement both inside and outside the classroom (Sim & Pop, 2014), as well as increased student satisfaction (Sylvia, 2014).
Use Four Pillars To Support your Learning To F-L-I-P
With flipped learning, concept instruction is delivered outside the class through videos and online discussions.
FLIP On The LAMP: TIPS For Lighting The Way For ELLs In The Flipped Classroom
The concept of flipped classrooms has been the focus of a significant number of recent articles in teaching journals (see the KDP Record, April–June 2015) and online. In a flipped classroom “students are introduced to content at home, and practice working through it at school” (TeachThought, 2014). For example, students might watch a brief prerecorded video at home as direct instruction on the concepts or topics and then apply that information the next day in classroom activities. Therefore, the amount of time spent learning is extended.
