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Slide Notes

Teachers often overlook the importance of explicit language instruction and meaningful practice of language for our students who speak English as a second language.

This deck goes through just a few of the more common myths relating to language learners and the classroom.

As always, your comments and feedback are welcomed and appreciated. I do not consider myself an expert and prefer to learn along with you.
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Language Learning Myths

Published on Nov 23, 2015

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PRESENTATION OUTLINE

LANGUAGE LEARNING MYTHS

LANGUAGE LEARNING MYTHS
Teachers often overlook the importance of explicit language instruction and meaningful practice of language for our students who speak English as a second language.

This deck goes through just a few of the more common myths relating to language learners and the classroom.

As always, your comments and feedback are welcomed and appreciated. I do not consider myself an expert and prefer to learn along with you.

CHILDREN LEARN SECOND LANGUAGES QUICKLY AND EASILY

MYTH #1
Children learn second languages quickly and easily.

AGE AGE-APPROPRIATE INSTRUCTION

STUDENTS NEED:
Students need age-appropriate instruction.
Photo by premus

ENGAGING PRACTICE IN A SUPPORTIVE ENVIRONMENT

STUDENTS NEED:
Students need lots of engaging practice in an environment where they feel safe and supported.

CHILDREN HAVE ACQUIRED A 2ND LANGUAGE ONCE THEY CAN SPEAK IT

MYTH #2
Children have acquired a second language once they can speak it.

STUDENTS NEED INSTRUCTION IN:

THE LITERAL PRESENT, PAST & FUTURE -- NOT ACTUAL EXPERIENCE & THE ABSTRACT
Students need English language instruction that helps them express ideas from the literal present, past and future, as well as from not actual experiences and the abstract.
Photo by blisschan

ALL CHILDREN LEARN THE SAME WAY

MYTH #3
All children learn the same way.

MODEL - ACTIVE EXPERIENCES - SAFE ENVIRONMENT

TEACHERS SHOULD PROVIDE:
Teachers need to model correct language while speaking; to incorporate engaging and active experiences as part of language instruction; to make sure students have opportunities to practice in a safe learning environment.

IS NOT FLUENCY

ABILITY TO COMMUNICATE BASIC NEEDS
A student's ability to communicate his/her basic needs does not mean they are fluent.
Photo by evilpeacock

ACADEMIC LANGUAGE PROFICIENCY

FACE:FACE DOES NOT EQUAL
Face-to-face communication does not equal academic language proficiency. In fact, many students' social communication ability is higher than their academic.
Photo by Texas.713

STUDENTS NEED:

- BALANCE OF EXPLICIT INSTRUCTION & SAFE, ENGAGING PRACTICE -
Students need a balance of explicit language instruction (including appropriate corrections) and opportunities for active and engaging practice.