Clarifying Bookmarks

1. Clarifying Bookmarks Eric Dwyer eric.dwyer@fiu.edu

2. today’s blast • Addressing difficult topics • Foreign Language Education perspective • Advanced speaking classes at an English language institute • Current contextualized techniques for addressing reading in classes for young people

3. today’s blast • Speaking and discussion goals • Developing language to jump into “spirited conversations” • Attending to the language of participation • Diplomacy and safety • Critical thinking

4. rules • Debate • Be sure to establish the rules of spirited conversations.

5. rules • Example debate rules (Singham, 2013) • We are positive in our personal comments. • We take turns. • We note compulsions of both talkers and listeners. • We stay on topic. • We refer to pre-readings and specific examples. • We explore new ideas. • We summarize our colleagues’ comments.

6. pivots/frames • Pivots • Roger Brown (1973): L1 Acq • Mommy cookie • Mommy sock • Frames • Sharon Kossack et al (2004)

7. pivots/frames Science example: Mammals can be recognized by their skin, skeletons, and live births. They have a constant temperature, and they can be found in water and on the ground.

8. pivots/frames Science example: ____________ can be recognized by their ____, __________, and ____________. They have ______________________ and they can be found _______________________.

9. today’s bookmarks • Agreeing • Disagreeing • Giving evidence/naming resources • Being a good listener • Using critical thinking • Raising a question

10. purposes • To slow down and think about academic comments • To practice jumping into spirited conversation with sound but diplomatic commentary • Particularly important for talker/listener considerations

11. preview Look at the clarifying bookmarks Read the passage, bearing in mind any of the bookmarks. Stop to fill in any bookmarks that relate to the reading; these will lead to comments you might make in our discussion.

12. discussion • Review the debate rules • As you use any of your bookmarks, be sure to place a √ next to those you end up using. • Spin the spinner to see who starts. • Ready go!

13. discussion • Rules • We implement our bookmarks. • We place a √ next to bookmarks we use. • We are positive in our personal comments. • We take turns. • We note compulsions of both talkers and listeners. • We stay on topic. • We refer to pre-readings and specific examples. • We explore new ideas. • We summarize our colleagues’ comments.

14. self-eval Rate yourselves on your participation. Did you participate? Were you comfortable? Did you use any of the bookmarks to help you?

15. other bookmarks Are there other discussion skills you can think of that might work here? Is there any specific language you can institute to help students participate?

16. references Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press. English-Test.net (2014). ”Expressing disagreement kindly.” http://www.english-test.net/forum/ftopic14501.html Internet Archive Wayback Machine (2014). “Debate Roles and Rules.” http://web.archive.org/web/20060503194518/http://w3.tvi.edu/~cgulick/roles.htm#rules. Kossack, S.; Dwyer, E; Landorf, H.; Alacaci, C.; &Martínez-Pérez, L.(2004). Scaffolding Expository Writing: Text Patterns to Text Skeletons,  International Journal of Learning. Available at http://ijl2003.cgpublisher.com/product/pub.37/prod.194 Levine, L. N., & McCloskey, M. L. (2013). Teaching English language and content in mainstream classes: One class, many paths. Boston, MA: Pearson.

17. references McCloskey, M.L.; Stack, L.; Garbarino, A. (2014). “Discourse Strategies.” 2014 TESOL Convention Portland. MindTools(2014). “Active Listening.” http://www.mindtools.com/CommSkll/ActiveListening.htm Singham, M. (2013). “Samples Guidelines for Classroom Discussion.” http://apps.carleton.edu/curricular/aiseminars/cedi/mijacedi/ Understanding Language website: www.ell.stanford.edu

18. Clarifying Bookmarks www.ericsdwyer.info/Dwyer-ClarifyingBookmarks.pptx Eric Dwyer eric.dwyer@fiu.edu