Module two had a heavy focus on strategies we can use to accommodate ELLs, planning and instruction, and how we can make vocabulary an intentional focus in our classroom. The activities in this module were very practical in nature. Along with completing a close examination of some documents from the Ministry of Education regarding ELLs, we were asked to conduct our own research. We were to find one activity that we could provide to the group, a resource they could use in their classroom in China. The resource could be a game, a way of reviewing, an activity, a song, etc. Not only did this task allow us to put some of our learning from Module 1 into practice, but it also built up a tool kit of some great resources that we can bring with us and use with our students in China, and with our future students. I’ve included the final activity in the module, my reflection, below.
“Whether you are teaching an ESL class or a mainstream class that includes English language learners, it is important to establish a learning environment that supports second language acquisition. Comprehensible input is fundamental to second language acquisition.” (Coelho, 2004, p. 183)
How can we make vocabulary an intentional focus during our planning and teaching? What, specifically, will you try to incorporate into your own teaching practice this summer in China, given that students are likely to be relative beginners in English (e.g. they will be familiar with the alphabet, have a good sense of phonemic awareness, but lack vocabulary)?
In terms of planning, I have learned that vocabulary is an important foundation in language learning. Vocabulary can help students understand concepts and ideas and develops their ability to use academic language, which differs from everyday language. While both are important, they serve different purposes. Everyday language will help them adjust to their new surroundings and navigate new environments while helping them communicate with teachers and peers. Academic language will help them express and communicate their understanding of course content. Vocabulary should therefore be an intentional focus while planning.
Considering my students in China will lack vocabulary, I will try to make it a focus each day. When planning, I will first determine how I want students to be able to use the vocabulary. Is my aim to get them to correctly identify words? Is it to be able to use the correct term in a sentence? Or is it for them to be able to use the words in a song? These aims will likely grow increasingly more complex into the second and third weeks. I will then need to consider the best way to initially introduce the new lexicon to my students—would they learn this vocabulary best through a slideshow of the terms with a visual underneath? Or would a word wall work better with the images drawn/taped underneath? Or would they benefit most from completing their own drawings underneath the new words in a handout?
I will then need to consider how students can practice the new vocabulary; would a game be the best way? Or would a worksheet be best? How can I get students to talk to each other using the new vocabulary? Are two activities enough or do I think my students will need a third activity to reinforce the new vocabulary they have learned (this I would try to determine based on their existing knowledge). Finally, I will need to think about the best way to assess my students. How will I know they have learned the new vocabulary and what would be the best way to demonstrate this (this will be based on my first step in planning, which was determining how I wanted students to be able to use the new vocabulary; i.e. if my goal was for them to be able to speak the new words in a sentence, I would want the assessment to involve an oral task).
Based on readings throughout this module, I have realized the importance of including a variety of opportunities for students to demonstrate their learning, and will therefore take this into consideration when planning. By diversifying my strategies, not only will I be engaging students, but I will also be catering to the different learning needs of the students in my class.
In terms of teaching, there are a number of ways that I can make vocabulary a focus in the classroom. Visual aids such as word walls, chart paper, and anchor charts can give students something to refer to during class and physically displays the importance of vocabulary. Considering students will constantly be learning new lexicon, its importance will also be stressed through morning reviews. By reviewing the words every day, I will also get a good sense of how well students are picking up on the vocabulary and who might need extra help. I can also make vocabulary a focus by encouraging my students to use it in their everyday conversations with their peers at school (opportunity for me to observe their knowledge and skills) and with their parents at home. In a similar manner, it will be essential that I try to use these words as much as possible while teaching so that students can hear them repeatedly and recall what they mean (whether that be by looking at the word wall, imagining the picture they drew to represent that word, or remembering the game they played using these words). As we saw in the video on Edugains, saying words with students, reading aloud with them, or singing with them is another strategy to minimalize the anxiety that they may feel when repeating new information. I will therefore try to participate in this way whenever I can. Finally, games can be fun and engaging while also incorporating the vocabulary that has been introduced throughout the days/weeks. In doing so, students can see that learning English can be fun and that practicing vocabulary through games is something they can do outside of class to help them remember new words.
