Acknowledge and draw upon students’ strengths asoral communicators. Develop activities that help students discover learning preferences: oral, aural, written. Guide students in making connections between how they speak and how they students raise awareness about the connection between spoken language and written discourse. | 4/5/08 Speaking and Writing Generation Learners at San Francisco TESOL 2008 April 5, 2008 State Learning Assistance Center Generation : Making Connections • are generally orally proficient; between Speaking and Writing • communicate in English with ease and facility; • have acquired English in ways similar to Deborah vanDommelen native speakers; San Francisco State University • have trouble learning and applying grammatical rules; dvan@ • struggle with conventions of academic English. Assessing Practices; Developing an Approach; Activity 1. Warm-Up: Comparing Language Working with Orally Fluent Multilingual Learners Backgrounds and Ways of Learning 1. Acknowledge and draw upon students’ strengths as Name First How/when did you oral communicators. language learn English? you learned? 2. Develop activities that help students discover Alvin Chinese from cousins, school learning preferences: oral, aural, written. Larissa Tagalog at home 3. Guide students in making connections between how they speak and how they write. Jade Ebonics home; community Michael English in pre-school: 4. Help students raise awareness about the connection between spoken language and written reading/writing discourse. Marlena Spanglish mimicking teachers Activity 2. Writing Comparing Learning in the Activity 2. Writing Comparing Learning in the Aural Mode with Learning in the Written Mode Aural Mode with Learning in the Written Mode Directions Directions 1. With a partner, use the information from the 3. With your partner, interview each other introductory activity about how you learned using the following question: “Are you an English to come up with two definitions: one ‘eye-learner’ or ‘ear-learner’ of English? for “eye learner” and the other for “ear Ask your partner to explain why. Take learner.” Write your definitions on the board. notes. 2. As a large group, discuss the different ideas 4. For homework
