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2013-2014

2013-2014. How we use effective strategies for teaching ESL learners (Whole School) January 27, 2014. Lycée Libanais Francophone Privé. The LLFP school is a French school in Dubai that was established in 2003.

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2013-2014

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  1. 2013-2014 How we use effective strategies for teaching ESL learners (Whole School) January 27, 2014

  2. LycéeLibanais Francophone Privé • The LLFP school is a French school in Dubai that was established in 2003. • The language of instruction in all subjects is French (Math, Science, History, Geography). • Arabic is taught as a first language for native Arabic speakers and as a second language for non-native speakers. • English is taught as a second language for most students in addition to Spanish at the upper secondary levels.

  3. School (Primary and Secondary) ▪ The English language teaching starts in grade 3 ▪ Curriculum: > (Multi-disciplinary thematic standard - based curriculum) > Academic / Nonacademic (Essential language skills, universal themes) ▪ Identifying Challenges: > Communicating with learners about academic / social / personal issues > Encouraging / Motivating students > Addressing diverse students’ needs.

  4. Identifying Challenges ▪ Communicating with learners about academic, social, and personal issues. a. Academic (Peer interaction; maintaining native language) b. Social (relations with students; welcoming environment) c. Personal (Embracing diversity)

  5. ▪ Encouraging / Motivating students (Modeling, scaffolding, independent thinkers, problem solvers) ▪ Addressing diverse students’ needs > Screening (level test to indicate ability) > Diagnostic Test > Grouping according to abilities / needs > Differentiating the learning: a- multitasking b- small-group instruction c- worksheets tailored for students’ needs

  6. Think ! Literacy Skills… What are some effective strategies that you use with your students in your everyday teaching?

  7. Effective Strategies at the primary levels ▪ Focus on vocabulary and language development: Examples include (reading and communicating, underlining difficult words and understanding the meanings, spelling, writing sentences, writing paragraphs). ▪ Guided interaction: Students collaborate and understand through reading, writing, listening and speaking.

  8. ▪ Metacognition and assessment: Students can use critical thinking skills to explain their own understanding of a concept. Teachers use assessments or worksheets to check understanding. ▪ Explicit instruction: Direct teaching of concepts, grammar conventions, reading comprehension, multitasking, investigation.

  9. ▪ Relate universal themes to academic concepts. ▪ Use of visuals (graphic organizers, pictures). ▪ Group, individual, and pair work. ▪ Discussions and debates. ▪ Continuous exit slips / small assessments

  10. At the Secondary Level ▪ An integrated curriculum that prepares students for success at the university level and beyond. ▪ A set of competences which students’ attainment are measured against (social/academic/cultural) ▪ The teaching of literature (Shakespeare and others). Exposing students to the Elizabethan English with all its literary items and modernizing selection in plays.

  11. ▪ Teaching essential language skills (reading, writing, listening, speaking) ▪ Integrating research as part of the teaching and learning process. Building on previous knowledge and getting them involved through their experience. ▪ Building strong and caring teacher-student relationship.

  12. ▪ Exposing students to different dialects. (written and spoken) ▪ Developing students’ analytical and performance skills. Debates and discussions on controversial topics. ▪ Developing students’ writing skills through different writing genres (narrative, persuasive, descriptive, and creative writing). ▪ Supplementary work for SEN students.

  13. ▪ A focus on the elements of literature at the high school level / grammar conventions. ▪ The use of ICT in all classes. ▪ Preparing students for the SAT and TOEFL and the French official baccalaureate exams. ▪ Involving parents’ in their children’s learning

  14. Bloom’s Taxonomy

  15. Conclusion The population of ESL learners continues to increase. As educators we must continually reflect on our teaching and update our practice to meet the needs of those students, finding effective ways to arrange their learning to help them achieve. The role that we as teachers play in their lives cannot be underestimated. We must create meaningful learning situations for those students and never give up on them.

  16. Thank you dubaiteachers@hotmail.com

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