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Enseigner les langues: conseils pratiques

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Académie d'Orléans-Tours | Anglais Orléans-Tours : Stratégies de compréhension et d'expression. Démarche d’entraînement ou démarche d’évaluation ? Document complet sur : - 746Ko Document support téléchargeable:⇒ Last week-end - 521Ko (MP3, 520 ko) du chapitre « Distinction entre l'entraînement et l'évaluation », (pp. 47-50). Extraits : À partir d’un même document, on peut recourir à une démarche d’entraînement ou à une démarche d’évaluation. Il importe de bien distinguer ces deux types de démarches qui ne peuvent, pour des raisons évidentes, être utilisées successivement pour un seul et même document.

Travail à partir d’un document audio L’enregistrement (téléchargeable ici ⇒ Last week-end - 521Ko) dont le script est reproduit ci-dessous a été réalisé dans le contexte d’une école britannique et à partir d’une seule consigne : last weekend. Script du support audio: Last weekend LIZZIE — So, what did you do at the weekend, Neil? NEIL — Er... LIZZIE — Doing what? NEIL — Football. LIZZIE — Are you any good at it? NEIL — No... Ressources enseigner langues vivantes 364040. Outils pour les nouveaux collègues. TABLEAUX DES STRATEGIES DE RECEPTION ET DE PRODUCTION. Des outils pour enseigner 2016. The Ultimate ESL Teaching Manual ESL Teacher Manual.

Shaping the way we teach English

Tips for Teaching ELLs to Write. Writing is the most difficult language skill for ELLs to master. Here are some of the challenges these students face in a writing class. English language learners have a limited vocabulary. They repeat the same words and phrases again and again. Content is restricted to known vocabulary.ELLs are reluctant to use invented spelling and content is restricted to words they know how to spell. Verb tenses are inaccurate. ELLs will usually write in the present tense. The chaotic structure and grammar of students' composition make their writing difficult to understand. What is Translated Writing? The biggest challenge for teachers working with ELLs is translated writing. Editing this type of writing presents insurmountable challenges for teachers. What about Free Writing and Unscaffolded Journal Writing?

Should students be encouraged to free write? Teach nonfiction Reading and Writing Here are some tips to help your students avoid translated writing and promote thinking in English. Comprehensible Input and Output. Comprehensible Input Language is not “soaked up.” The learner must understand the message that is conveyed. Comprehensible input is a hypothesis first proposed by Stephen Krashen. (Krashen, 1981) He purports that ELLs acquire language by hearing and understanding messages that are slightly above their current English language level.

An English language learner may understand the message "Put the paper in your desk. " When newcomers are assigned to a mainstream classroom and spend most of their day in this environment it is especially critical for them to receive comprehensible input from their teachers and classmates. Comprehensible Output According to research, learners need opportunities to practice language at their level of English language competency. A small group setting allows for more comprehensible input because the teacher or classmates modify or adapt the message to the listener’s needs. Seven Teaching Strategies for Classroom Teachers of ELLs. In Teaching English Language Learners Across the Content Areas (ASCD, 2010), Debbie Zacarian and I listed seven teaching strategies for mainstream teachers of ELLs. These seven strategies are designed to help teachers meet the needs of all the students in their classes and to help make the mainstream classroom more inclusive for ELLs. 1.Provide comprehensible input for ELLs.

Language is not “soaked up.” The learner must understand the message that is conveyed. 2.Make lessons visual. 3.Link new information to prior knowledge. 4.Determine key concepts for the unit and define language and content objects for each lesson. 5.Modify vocabulary instruction for ELLs. 6.Use cooperative learning strategies. 7.Modify testing and homework for ELLs. Strategies and Resources for Supporting English-Language Learners. "The hardest part of living in a different country is the language barrier.

Because you know you have to learn the language in order to survive. " – Betina Johnson Being an English-language learner in the United States is no honeymoon. Efforts to support ELLs have often been well meaning but misinformed. Indeed, a lot of assumptions about how to serve ELLs need to be checked. UC Berkeley experts Margaret Bridge and Bruce Fuller offer three examples of these faulty assumptions: The expectation that Mexican-American English-language learners would enter U.S. schools with inadequate social competence turned out not to be realized. What About Grammar Drills? Everyone agrees that ELLs need help in mastering "the basics" of grammar usage. Non-Negotiable Vocabulary for ELLs to Study Below are a list of websites and books that suggest ways to support ELLs.

Websites to Support English-language Learners English Grammar Word Builder offers printable lesson plans, grammar rules, and online exercises. Study Skills for ELLS. ESL professionals realize that the best way to assess English language learners (ELLs) is to build assessment into instructional activities. We prefer to scaffold assessment in order to provide support for our students. However, ELLs must learn to survive in the real world of the content area class. It is useful, therefore, to teach second language learners study skills. Study Skills for ELLS Here are some studying techniques to show students when they are preparing for tests. Teach students to study actively. How to memorize material effectively ELLS need to learn to space study sessions so that they are not overwhelmed by the language demands and the content material to be mastered at the same time.

Categories: Have students learn how to group items into categories in order to memorize them.