ESOL Strategy Workshops, Dr. Joyce Nutta

Outline

  1. Introduction
    1. These workshops are presented by Dr. Joyce Nutta, Associate Professor of Foriegn Language and English for Speakers of Other Languages (ESOL) Education at the University of South Florida, St. Petersburg Campus. The two experiential workshops presented here will help faculty and students understand learning in a second language first hand. Each workshop is presented twice. The first presentation shows Dr. Nutta leading the workshop with active participants. Watch this version before attempting to conduct the workshop with your students. The second presentation shows Dr. Nutta presenting the same workshop to the camera, so that you can use the video with your classroom students as the participants.
  2. L'arancia Workshop
    1. The Natural Approach addresses students' diverse learning needs
      1. Simple format lends itself to the mainstream environment
      2. Provides framework for numerous teaching techniques
      3. Expands to encompass teaching context
      4. Pre-service teachers are able to:
        1. grasp characteristics of students at each level
        2. grasp strategies at each level
        3. make planned and spontaneous modifications to teaching
        4. modify student interaction and input
    2. Teachers who have never been immersed in a second language may experience difficulty in understanding the Natural Approach.
      1. Teachers may lack empathy for ESOL students.
      2. Teachers may have unreasonable expectations for ESOL students.
      3. Workshop participants are placed in the role of limited language proficiency students at the pre-production stage.
      4. No amount of lecture or study can match the experience of immersion in a foreign language environment.
      5. As a follow-up to this demonstration of strategies for the first stage of the Natural Approach, please refer to "Additional Resources," where you will find a description of the Natural Approach and suggestions for teaching it.
    3. Overlap between ESOL and mainstream strategies
      1. Strategies such as role playing, Language Experience Approach, and process writing are used for ESOL students and for native speakers.
      2. These strategies ARE NOT employed in the same way with native speakers.
      3. Teachers familiar with application of these strategies with native speakers may gravitate toward familiar methods of teaching, instead of employing appropriate ESOL strategies.
      4. Two keys to comprehensible instruction using these strategies with ESOL students:
        1. Modified input - providing visuals, gestures, etc.
        2. Modified interaction - frequent comprehension checks, negotiation of meaning, etc.
    4. This lesson is for illustrative purposes.
      1. A lesson such as this would not engage native speakers in a mainstream classroom.
    5. L'arancia Part One: Video Footage for Preparing the Activity
      1. This video shows the lesson in its entirety, with in-service teachers in attendance. Please watch this sequentially while jotting down your thoughts on how the presentation was structured and what students are learning.
    6. Video Footage for Conducting the L'arancia Activity
      1. Please note: The video footage is presented here for instructor review.
      2. When leading the workshop:
        1. Explain that they will participate in an experiential second language activity
        2. Show video footage demonstrating making orange juice (Video Footage for Conducting Activity, separate CD)
        3. Show each prompt (e.g. TPR, commands, questions) and guide students in their response to the prompts
        4. Lead class in discussion regarding what they learned in order to connect the lesson to their background knowledge and needs
    7. Teaching Resources
      1. A written narrative describing the Natural Approach.
      2. A chart summarizing the levels of the Natural Approach.
      3. A grid for modifying lessons plans using the Natural Approach.
      4. A lesson plan for presenting the activity.
      5. The sentence strips used in the activity.
      6. The cloze activity.
      7. The pictures for the response cards.
      8. Handouts for the facilitator and participant.
      9. All of the resources in a single ZIP file (3MB).
  3. Buccheri Workshop
    1. Purpose of Buccheri Workshop
      1. To lead participants through a variety of strategies for comprehending written texts in a second language
      2. To prompt participants to reflect in writing on the effectiveness of the comprehension strategies employed
    2. After the Workshop
      1. Remind students that:
        1. As proficient readers in English, reading Italian is far easier than reading a language which does not use the Roman alphabet, e.g. Arabic.
        2. It is also far easier than for someone who is not literate in any language.
      2. Anticipated Outcomes
        1. Participants will re-think misconceptions
        2. Participants will become familiarized with several strategies for enhancing comprehensibility of text
      3. Further study
        1. This workshop is a starting point for participants to consider reading difficulties.
        2. For follow-up, see "Why Reading Is Hard" video and workbook, produced by the Center for Applied Linguistics.
        3. References for this and many other resources are available on the ESOL ESOL TAPESTRY website.
    3. Video Footage for Preparing the Activity
      1. This video shows the lesson in its entirety, with in-service teachers in attendance. Please watch this sequentially while jotting down your thoughts on how the presentation was structured and what students are learning.
    4. Video Footage for Conducting the Activity
      1. Please note: The video footage is presented here for instructor review. The same video is included as a full screen presentation for classroom use on an accompanying CD.
      2. When leading the workshop:
        1. Explain that they will participate in an experiential second language activity and that they should take notes on the supplied form after each segment.
        2. Show each segment of the video, prompting students to complete each task with their color-coded copies of the text and then to write their impressions on the supplied form (Video Footage for Conducting Activity, separate CD).
        3. Lead class in discussion regarding what they learned in order to connect the lesson to their background knowledge and needs.
    5. Teaching Resources
      1. A lesson plan for presenting the activity.
      2. Full English text of the activity.
      3. Overview of the activity.
      4. Italian text of the activity.
      5. Italian text with pictures of the main concepts and items.
      6. Response forms for each segment.
      7. All of the resources in a single ZIP file (484KB).