The document outlines several strategies for facilitating social interaction and language learning for ESL students. It discusses how social interaction helps students improve their language skills and develop confidence. Group work is emphasized as a way to increase language practice and create a positive environment. The document also defines language learning activities like citation, simulation, and replication, and explains how simulations and replications can shift the focus from grammar to communication. Additionally, it notes the benefits of strategies like pen pals in providing real-world language practice and motivation for students. Finally, the four phases of an example cross-age tutoring project are described to showcase how students can support each other's language development.
Original Description:
Original Title
List at Least 5 Reasons Social Interaction is Important for Learning for ESL Students
The document outlines several strategies for facilitating social interaction and language learning for ESL students. It discusses how social interaction helps students improve their language skills and develop confidence. Group work is emphasized as a way to increase language practice and create a positive environment. The document also defines language learning activities like citation, simulation, and replication, and explains how simulations and replications can shift the focus from grammar to communication. Additionally, it notes the benefits of strategies like pen pals in providing real-world language practice and motivation for students. Finally, the four phases of an example cross-age tutoring project are described to showcase how students can support each other's language development.
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Attribution Non-Commercial (BY-NC)
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The document outlines several strategies for facilitating social interaction and language learning for ESL students. It discusses how social interaction helps students improve their language skills and develop confidence. Group work is emphasized as a way to increase language practice and create a positive environment. The document also defines language learning activities like citation, simulation, and replication, and explains how simulations and replications can shift the focus from grammar to communication. Additionally, it notes the benefits of strategies like pen pals in providing real-world language practice and motivation for students. Finally, the four phases of an example cross-age tutoring project are described to showcase how students can support each other's language development.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online from Scribd
1. List at least 5 reasons social interaction is important for learning for ESL students.
Help students manage conversations better
Help students refine their ideas Interactions provide the raw material needed for language development Help students gain control of semantic aspects of language People develop their second language when they feel good about themselves and about their relationships with those around then in the second language setting. Language develops when the language learner focuses on accomplishing something together with other rather than focusing on the language itself . 2. List at least 5 ways that group work facilitates social interaction and learning. Group work increases language practice opportunities. Group work improves the quality of student talk. Group work helps individualize instruction. Group work promotes a positive affective climate. Group work motivates learners. 3. Define citation, simulation, and replication. Citation- citation activities involve repeating and transforming sentences. Simulations – are closer to true communication and include such things as discussion and role play. Replications- replication activities the teacher creates situations that require communication to solve a problem or play a game. 4. Describe the benefits of using simulation and replication in terms of the concepts of use and usage. Teachers who ask students to engage in simulations and replication shift from a focus on developing grammatical competence to the goal of building communicative competence. 5. We are all fairly familiar with the idea of Pen Pals writing letters. What did you learn from reading that section that was new and important to effective use of this as a strategy for learning language? I learned that ESL students can develop a better sense of their functions of writing when they write with penpals. It enabled them to have a audience of fluent English speakers and writers, which gave them motivation to use conventional English. It gave them the opportunity to communicate and find things that had in common with another group of students who are different from them. Pen pals help students develop proficiency in writing and give the chance for students to practice talking and reading. They learn the value of practice in writing, giving choices, and brining real purpose to writing. 6. Describe the four phases of the cross age tutoring project described in the book. 1.Preparation: The teacher helps tutors , in this case fifth graders identified as low readers, select appropriate books from the library to read to kindergarten children. The fifth graders practice reading the books alone and in pairs, to develop fluency. The teacher helps the tutors decide how to introduce the books to their kindergarten partners. 2. Prereading collaboration: small group collaboration time was established for the fifth graders to set personal goals, try out ideas, and receive and give feedback. They shared their books with other fifth graders and received feedback on the fluency of their oral reading and their expressiveness as well as on their use of questions and comments during discussion of the book. This time helped readers to prepare for successful sharing with the kindergarten students. 3. Cross-age reading with the kindergartners: The reading took place in the kindergarten room. Tutors from fifth grade chose their own partners and read to them. Some tutors read the same book to a different kindergarten child each day for a week, while others read a different book during each session. 4. Postreading collaboration: After their reading sessions, the tutors met with their teacher to reflect on the quality of the storybook reading interactions. During this time, the teacher also showed the fifth graders a number of strategies they could use with the kindergartners, such as asking them to predict what the story would be about, or asking them to make connections between the characters or event in the story and their own lives.