The key feature of structured experience techniques is their combination of hands-on learner involvement, with a reassuring framework to reduce anxiety and promote active engagement. The trick is to provide supportive, structural guidance without lapsing into full-on, direct instruction. For comparison purposes, it might be helpful to begin by reviewing my earlier suggestions in ‘Enhancing Reading Comprehension I: Explicit Teaching Techniques.’ Structured experience strategies require teachers to gauge their own participation very carefully. The goal is not only to enhance learner skills but also to bolster their self-esteem through encountering success with experiential activity.
Reading can be a very challenging skill for ESL learners. Teachers also know that individual students may respond differently to different styles of instruction. Fortunately, we have access to both explicit teaching techniques and structured experience techniques. Even though ESL teachers themselves may be more comfortable with one or the other of these options, it is well worth taking both of them seriously because each can make a contribution. Part I of this series covers explicit teaching techniques and Part II covers structured experience techniques. I will offer practical advice regarding both approaches, and explain three proposed techniques for each.Continue reading
A commonly used tool for teaching and learning vocabulary are labelled visuals. Labelled visuals are especially important for lower-level language learners when visual examples of concrete vocabulary items are essential for conveying meaning. They are also helpful in teaching English for Specific Purposes, such as studying the parts of an electric motor. However, learning parts of a scene, diagram, chart, illustration, photograph or a map is often boring and tedious for language learners, but the Quizlet Diagram feature can make this much more interesting for learners.
When you hear a newscaster say, “The hurricane has WENT from Hawaii to Osaka overnight,” perhaps, like me, you yell, “That’s GONE from Hawaii, you knucklehead!” Nevertheless, you have understood that knucklehead perfectly despite the grammatical error. There is no ambiguity in his meaning.Continue reading
The ten to fifteen minutes at the beginning of an ESL class are so valuable to both teachers and students. That is the time when students are fresh and eager to learn. I would go so far as to say that students may even be optimistic and excited about what they are about to do (at least that’s how I like to view the students in that part of the class). In the spirit of that optimism, the warm-up is a great tool to increase students’ confidence, show them what they know and what they need to work on, and give the teacher a clear understanding of where the class needs to go that day.Continue reading
The topic for this post has been on my mind for a while. It is more of a question arising out of my experience with multi-modal text, specifically students’ work when transducing words to image. Perhaps you can help me answer the question:
Whose images should students be required to produce when asked to analyze the author’s writing: The visualization of what they read or what the author intended?
I ask because I have found that controlling what students visualize while reading might be just as controversial as asking students to think in English. Continue reading
Do you limit teacher talk time in favour of active learning? Good!
Do you limit teacher talk time because your students seem disengaged or don’t understand? Bad…
Let’s face it, teacher talk time (TTT) is valuable. Although it should not be the focus of any lesson, it can certainly be an opportunity to mediate learning, not just facilitate it or curate it. Hence, done purposefully, TTT can help students take better notes, recall valuable information, and differentiate between main ideas and extraneous detail. How can this be?
Let me explain . . . Continue reading
We’ve all been there and heard it – “Why are these two words spelled the same but sound different?” or “Why do I need a comma there? You might have answered, “Because you don’t want to eat your mom; it’s “I want to eat, mom.””
I came across this humorous article Continue reading
The way we deliver our message has a big effect on how it is received. Not only do we receive the message, but we receive the way it is presented or “wrapped”. It’s the whole package. How we say things adds another layer of meaning to the message. Teaching about the delivery of a message in ESL classes adds a lot of value for students. Continue reading
ESL Week makes me think about a particular student. Her first day is still crystal clear in my memory. Nervous, shy and just plain scared, she chose to say, “No English” mostly with gestures. I must have been blind as I did not see the butterfly about to emerge from that cocoon in a few months’ time. About six months later, one day, I made an announcement in class about the ESL week contest. Collectively, the class groaned, “No!”
In my experience, a yes becomes so much better when it begins as a no. 🙂
We then started playing with the contest idea. A scaffolded version of the ESL week guidelines became a reading comprehension task. We brainstormed ideas through a speaking lesson on the topic. She came up with a few different movie (video) concepts. The voice inside my head nervously said, “How are you going to help her? Do you know ANYTHING about editing?” But I did not interrupt her vision. We moved on to writing the story board for her idea. In the days that followed, she Continue reading