Semester 1 - Mod 3.04 - Graphic Organizer and Language Acquisition

Module 3.04
Make up a graphic organizer on strategies for teaching English Language Learners and find websites and apps designed to enhance language acquisition
 http://www.memrise.com/courses/english/languages/
http://www.lingq.com/
http://ankisrs.net/
http://www.busuu.com/enc/user/register?b_source=adwords&b_campaign=ob_enc&b_group=busuu&b_subnetwork=SN&b_term=busuu&b_placement=&utm_nooverride=1&gclid=COC27MXj0boCFaQ9QgodokMA1A
http://www.rosettastone.com/lp/qbhol6/?cid=se-ggnb-comp&mkwid=s7xE1PNqv&pcrid=31806916215&pmt=b&pkw=busuu&pdv=c&gclid=CPmZusTj0boCFSjZQgodpVkAfA
http://www.duolingo.com/
http://www.humanjapanese.com/download.html
http://www.dw.de/learn-german/german-courses/s-2547
http://conjuverb.com/
http://lwt.sourceforge.net/

Credential program - Sem.1 Module 3 - 3.03 Migrant Ed.

http://www.calmigranted.org/courses/EL-Gr.K-3/
The best thing I got off of this site was the quote -
"If the child is not learningthe way you are teaching, then you must teach in the way the child learns" - Rita Dunn
Sounds like something Steiner could appreciate.
This is more of the ESL learning module for my teaching credential. Notes on:

 The CMEP site talks of 4 simple strategies for teaching children that are not native English speakers.  First is the choral response.  Children in the lower grades learn from imitation, so there is no surprise that a choral response can be a great teaching technique.  A teacher can give a cue and then students reply in unison.  This can be particularly helpful to a student that is unsure of his/her response, in this way a class can carry such a student as they learn. Choral response is used in three effective ways:

            Pair share - Sharing with a partner.

                Small Group Instruction – Group of children share which allows the teacher to hear multiple students at one time.

                Whole Group Instruction – Responding as a class, difficult to assess individual progress, great for oral language practice.

                The second strategy is the idea of Academic language.  This is the literary terms needed when students are learning the various academic subjects. 

                Realia is the third strategy and seems to be one of the best ways to connect with English learners.  Everyday objects and rituals are taught in English.  This can help connect the child to their learning.

                The last strategy is called Multilevel response and is broken down into beginning - asking yes/no questions, early intermediate – asking either/or questions with one or two word answers, intermediate – asking questions that start with “Why?” or “How?” and receiving short answers or phrases, early advanced – asking “Why do you think?” or “What would happen if?” and receiving answers in complete sentences with a variety of vocabulary and advanced – is when a child has native-live fluency.  

I took out all the negative reflections I had about the cold, plastic like classroom experience for these children and the some of the numbing instruction.