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Teaching in Immersion Programs: What do teachers need to know and be able to do ?. Myriam Met myriammet@gmail.com. Core Strategies. Input Checks for Comprehension Output/Interaction Engagement. Comprehensible Input . 1 . Visual cues Matching sound with meaning (visuals, modeling)
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Teaching in Immersion Programs: What do teachers need to know and be able to do? Myriam Met myriammet@gmail.com
Core Strategies • Input • Checks for Comprehension • Output/Interaction • Engagement
Comprehensible Input 1. Visual cues • Matching sound with meaning (visuals, modeling) • Body language/gestures • Hands-on experiences • Manipulatives
Comprehensible Input • Context • Stories • Advance Organizers • Background knowledge
Making Input Comprehensible 3. Language • Caregiver speech • Repetition and predictability • Routines • Chants, songs, and fingerplays • Paraphrase, Definition, Explanation
Multiple encounters with new language in meaningful contexts • What does “multiple encounters with new language in meaningful contexts” mean? • Why are multiple encounters important? • What do you do in your classroom to ensure that students have “multiple encounters with new language in meaningful contexts”?
Limited Response Make my sentence true; do as I say Either/or Fill in the blank Visual and non-verbal feedback Yes/no (true/false; thumbs up/thumbs down; physical response) Act out
Output/Interaction • Importance of pair and group work (vs. interaction with the teacher) • 'testing the waters' • Engaging in verbal interaction vs. Non-verbal play or work • Getting more input through interaction
In your classroom … • Who gets the most output practice? Who gets the least? • How many oral output opportunities does the average student get in your class?
In your classroom … • What strategies do you use to give students oral output opportunities? For grades 2-3: How do you plan differently for student output to lead to longer, sustained oral production?
ENGAGEMENT “You can’t drill anything into a sponge. You have to make the sponge soak up the information.”
ENGAGEMENT You Do • I do • We do
ENGAGEMENT Some strategies: • Student to Student Interactions • Students tell partner before the teacher • White boards, reply cards • Physical actions
In every lesson, I … • Am understandable and only speak the target language • Check for comprehension • Provide multiple encounters in meaningful contexts for new language • Ensure student output/interaction
In every lesson, I • Think about student engagement (what will THEY be doing?) • Gradually move students to independence • Consider the pacing of the lesson (how long activities last) • Consider sequencing (in what order …) • Assess learning