I have one and although most of my students have never seen one before it's never been a distraction to learning. They like it and are engaged when I use it or ask them to interact with it. The only difficulty is that I sometimes have students who are reluctant to use it themselves. They get embarassed by how their handwriting looks if they are asked to write on it (since writing on a Smartboard takes some practice) or if they have to do a drag-and-drop matching activity and can't get the item to move where they want it to go. For some students it takes some practice to get used to interacting with it and if they aren't used to computers in general the drag-and-drop or double-click (double-tap on the Smartboard) can be a real challenge when you have to do it at the front of the room with others watching! So with some classes I use it mostly myself much more than I ask students to come up and use it. But it's a great tool for visuals, interactive games, etc.
Hi, what do you think, which course is better & more interesting for adults New English File or New Cutting Edge? And which one is better for teenagers Opportunities or Challenges? Thanks
These are on the exam. I am starting a course at the end of September at ELMS College in Chicopee, MA. It runs 7 weeks on Wednesday nights: 5-7:30. Quite reasonably priced. I know that it is too late for this test, but would prepare you well for the November test. I have students travelling from all over the state. Send me an email if I can be of more help. By the way the practice ESL test was back online this summer. Barb
On 9/18/12, Ellen wrote: > Hi, > > I don't have much teaching experience but am a licensed > SPED teacher. > > I'm going to interviewed for a SPED ESL position at the > secondary level real soon. > > From your posts it looks like teaching ESL by itself is a > challenge without throwing SPED into the mix. > > I don't mind a challenge, but I don't want to kill myself > with prep work, either. Should I turn down this job if it's > offered to me? > > Thanks for any realistic input.
Check with your state's criteria. Many states have a list of languages used for demographics, which may provide some insight if Trinidad Creole happens to listed (although languages not listed can be identified as "other non-English language"). I know for certain that students who speak Haitian Creole can qualify for ESL. However, Haitian Creole is based on French, not English. I am not sure how much difficulty a speaker of Trinidad Creole would have speaking (and reading, writing, listening with comprehension) standard academic English. If your state provides no guidance I would administer the ELL assessment and use that for the determination. Trinidad Creole English is considered a separate language (see link) rather than a variety of standard English, so it is certainly possible. Both Trinidad Creole and English are used in Trinidad. Although your student speaks Creole, he/she may also have had exposure to standard English in Trinidad - or not. I would think you'd look at the student's ability to use standard English, administer a language assessment and see if the student qualifies based on the assessment.
On 9/22/12, hst wrote: &g...See MoreYes, usually. Check with your state if Creole (not "haitian Creoele") or English Creole or "pidgin" is listed. In Massachusetts where I teach, they list Jamaican as a language (its a type of English creole - not the language used in schools, but the language ppl use at home) and I've had ELL students from Jamaica.
On 9/22/12, hst wrote: > On 9/19/12, Brenda wrote: >> Hi, I have a student who recently enrolled in our district >> from Trinidad. His native language is Creole English. >> Does he need ESL? > > > Check with your state's criteria. Many states have a list of > languages used for demographics, which may provide some > insight if Trinidad Creole happens to listed (although > languages not listed can be identified as "other non-English > language"). > I know for certain that students who speak Haitian Creole can > qualify for ESL. However, Haitian Creole is based on French, > not English. I am not sure how much difficulty a speaker of > Trinidad Creole would have speaking (and reading, writing, > listening with comprehension) standard academic English. If > your state provides no guidance I would administer the ELL > assessment and use that for the determination. > Trinidad Creole English is considered a separate language (see > link) rather than a variety of standard English, so it is > certainly possible. Both Trinidad Creole and English are used > in Trinidad. Although your student speaks Creole, he/she may > also have had exposure to standard English in Trinidad - or > not. I would think you'd look at the student's ability to use > standard English, administer a language assessment and see if > the student qualifies based on the assessment.
I need some help. I occasionally have pull-out classes for elementary school. I have a K/extreme beginner class with an autistic ESL student, as well as 1 and 3rd grade special ed/esl pull-outs.
I don't understand-- how do you structure a 45 minute (or in case of the K group, 90 minute program)? All the classes I've taken assumed you are a whole-class teacher and offered no recommendations for pull-out teachers.
Does anyone have any advice as to how to structure a class, time/activity-wise?
In a middle school (7th grade) ESL language arts class where most students are at a 3rd/4th grade reading level, what would you do with a new student who speaks only a little English and doesnt read at all in English, would you begin with letters, sounds and sight words? I'm a little overwhelmed with where I should begin with this student. Thanks!
Yes, letters, sounds, high-frequency words especially concrete nouns and verbs at first. Is the student literate in his/her native language? And if so, which language? If you are able to get a good picture dictionary designed for older ESL learnes (such as: Heinle Picture Dictionary; Oxford Picture Dictionary) and its accompanying workbook, that will be a good place to start. They are thematic so that a student will (for example) work with words for fruits and vegetables, for clothing, for colors, for school supplies, etc. By using the workbook the student learns to write/spell the words in context, along with the meanings from the picture dictionary. Flashcards with the word and picture are also good; word on one side, picture on the other. Also, short readings that incorporate the words the student is learning (the workbooks for the picture dictionaries often have this).
ZeinebOn 10/22/12, wani wrote: > Hi. > > Can anyone help me in explaining or suggesting about this > topic above? Hi! Wani, what level are you teaching
ZeinebOn 10/22/12, wani wrote: > Hi. > > Can anyone help me in explaining or suggesting about this > topic above? Hi! Wani, what level are you teaching