This site's coverage of the Threshold Concept Framework This site is primarily a bibliography of papers on the Threshold Concept Framework organised by topics and by authors and also includes lists of the key Meyer and Land originating papers, books, overviews, critiques, theses and selected presentations. It additionally includes information on relevant activities, e. Links to these different parts of this bibliography and to these relevent activities may be found above in the Contents List on the right hand side of this page or on the larger print version of the Contents List.
April Volume 71 Number 7 Writing: How in the world are we supposed to apply the Common Core writing standards to teaching English language learners?
We've been asking that question of ourselves and others over the past two years, and we suspect we're not the only educators doing so.
After reviewing the many resources available that attempt to provide guidance to teachers of English language learners see " Resources of Note " and combining what we've learned through our daily classroom experience, we've developed a tentative answer to that question.
Educators need to keep in mind three crucial elements when teaching writing to English language learners ELLs in the context of the Common Core State Standards: Students should begin by reading more informational texts than they did before—these can include closed-captioned videos and digital-supported forms—and they should engage in close reading.
Teachers should help students focus not only on comprehending the texts but also on inferring deeper meanings, identifying the writer's craft, and seeking patterns in the text. There should be a strong connection between reading and writing. As students read in preparation for writing an argument, they should look for evidence they can use to inform their valid and logical claims and to critique other claims and evidence they might read.
In their writing, students should use the structure, vocabulary, and style that best suits their purpose, topic, and audience. Teachers should provide ample opportunities for students to develop and use higher-level academic vocabulary.
Let's see what this looks like in the classroom with English language learners at three different levels of proficiency. When working with beginners, teachers can use a process originally developed by Brazilian educator Paolo Freire and modified by the Peace Corps.
Here's how we introduced this strategy in a series of short lessons that took place over three consecutive days. Students translated these words into their home languages, illustrated their definitions, and made a list of common English synonyms.
The English subtitles reinforced the dialogue that the students were hearing. We then asked students to describe what they saw.
On small whiteboards, they wrote comments such as "in old city," "the man broke window," "he took food," "man run," and "police. Next, we asked students to share what problem they thought the clip portrayed. We modeled this concept in various ways—for example, by saying, and adding the appropriate sound effects, "My stomach is growling.
What is the problem? Most students used similar words, which we also displayed on the overhead. We then asked students to identify, among those phrases they initially used to describe what they saw, evidence that this was indeed the problem.
Before this, we had talked about how the comment "in old city" didn't show evidence of the family being hungry, whereas "he took food" did.
We then asked students what they thought caused the problem, using the sentence starter, "The problem is caused by …. Using the sentence starters, "One effect is …" and "A second effect is …," students wrote such responses as "the family gets sick" and "they die.
Some responded, "We knew poor people in my country," "I see poor people," and "I poor. However, in light of the Common Core standards, we instead had students combine the sentences we had written with the help of the sentence starters into a paragraph: The problem is hungry family.
The problem is caused by man not having job. One effect is the family gets sick.
A second effect is family die. One solution is give them jobs. Another solution is ask people for help. Finally, we had students add one more sentence to their paragraph, which required extensive teacher modeling, student drawing, and labeling: The activity offers repeated opportunities for students to reinforce their listening, speaking, and writing skills, including being able to focus on just one or two grammatical issues, such as subject-verb agreement.
For all English language learners, and especially for beginners, it's crucial to not go overboard and correct every single grammatical error.
We addressed grammar instruction through the use of concept attainment, an approach we'll address later in this article. In addition to text and video clips, teachers can also use photos to introduce the problem.
In fact, to make the lesson even more student-centered, we've often had students identify problems they'd like to study and contribute photos, text, or video clips that they've found to illustrate them. Whose Neighborhood Is Best? One of our guiding principles is to look at our students through the lens of their assets.Explore.
The Centre for Teaching and Learning (CTL) supports Western University instructors in creating high quality student-centred learning experiences through orientation, training, mentorship, research, and innovation opportunities. The Church's social teaching is a rich treasure of wisdom about building a just society and living lives of holiness amidst the challenges of modern society.
30th Annual TASS Conference April , Riverside Hotel Fort Lauderdale, Florida. Conference Brochure See Archives for brochure.. Conference Program is available closer to conference leslutinsduphoenix.com Archives for program..
Welcome to the 30th annual Teaching Academic Survival and Success (TASS) Conference, sponsored by Northern Essex Community College . The conference theme, Academic Writing Now: Policy, Pedagogy and Practice, aims to take stock of the shifting realities of higher education today – from the challenges and opportunities emerging from internationalisation and diversification to the increasingly ‘marketised’ reality of the global academy, and the resulting focus on.
European Association of Teaching Academic Writing Conferences.
EATAW Dear Colleagues, We are very pleased to announce that the 9th EATAW conference will be held from 19 to 21 June at Royal Holloway, University of London, hosted by the RH Centre for the Development of Academic Skills (CeDAS). The theme will be “Academic .
The ICELT The 1st International Conference on English Language Teaching will be the premier interdisciplinary platform for the presentation of new advances and research results in the field of English Language Teaching.