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Basic_Linguistics_for_English_language_teachers

This version was saved 5 years, 3 months ago View current version     Page history
Saved by Dr. Carmen Medina
on December 3, 2018 at 7:19:11 pm
 

Session Title: 

Basic Linguistics for English Language Teachers

 

Logo

Abstract:  

These sessions are intended to encourage English language teachers to reflect upon their knowledge of linguistics and how it affects their classrooms. Over five weeks, moderators will present a bird’s eye view of aspects of linguistics (word formation, pronunciation, vocabulary, language and culture, etc.) while interacting with the participants and helping them generate practice through discussions and reflection in order to adapt resources to their teaching contexts. 

 


 

Target audience: 

ELL teachers of all levels desiring to improve their teaching practices by discussing the aspects of applied linguistics that enhance their students’ linguistic competence. Teachers who have reduced options of teaching materials and need to either adapt online resources or create their own resources specific to their academic contexts. 


 

Session objectives:

Our sessions will focus on the application of linguistic concepts at different levels and in diverse educational contexts. Basic theory and research related to linguistics will expose educators to the foundations of the English language. There will be one weekly live session via Zoom and interviews with English teaching professionals from a variety of countries on our weekly topics. At the end of the course, participants who have attended all live meetings and have carried out all the tasks will receive a badge for completion of the course.

 

Week 1. Welcome to Basic Linguistics for English Language Teachers

Objectives:

Outcomes

- Introduction to the course.

- Get to know your moderators.

- Get to know your peers on the course.

- Define linguistics applied to the English language classroom.

- Review the complexities of language as it relates to instructing students.

 

- Have formed your own definition of linguistics in your context.

- Understand the complexities of language as it relates to instructing mono/multicultural students.

- Assess your previous knowledge.

 

 

Week 2. Pronunciation in the English Language Classroom

Objectives

Outcomes

- Reflect upon the English sounds that are different/difficult for your students

- Reflect upon the English stress and intonation patterns that are difficult/different for your students

-Review phonics as fun way to focus on spelling and pronunciation

- Identify pronunciation issues in your students

- Provide remedial work for your students

- Share a collaborative space with pronunciation links and activities  

 

Week 3. Creating Sentences in the English Language Classroom

Objectives

Outcomes

- Understand aspects of morphology needed in the ELL classroom

- Understand basic morphological patterns needed in the ELL classroom

- Understand aspects of syntax needed in the ELL classroom

- Understand basic syntactic patterns needed in the ELL classroom

 

- Demonstrate a working knowledge of morphology.

- Describe morphological patterns.

- Be able to create engaging morphological materials for ELL.

- Demonstrate a working knowledge of syntactic structures.

- Describe syntactic relations in sentences.

- Be able to create engaging syntactic materials for ELL.

 

 

Week 4. Culture in the English Classroom

Objectives

Outcomes

Review semantic concepts.

Identify the importance of semantics in ELL classrooms.

- Share engaging materials that help students identify meaning and multiple meanings attached to some words.

Review pragmatic concepts.

Identify the importance of pragmatics in ELL classrooms.

Share engaging materials that help students identify meaning and multiple meanings attached to some words.

Review aspects of culture in the English language classroom.

 

Be able to identify aspects of semantics in the English classroom.

Be able to identify aspects of pragmatics in the English classroom.

Be able to identify cultural aspects in the English classroom.

Be aware of “cultural” implications that students bring to the English classroom.

 

 

 

 

Week 5. Establishing Connections and Collaborations

Objectives

Outcomes

- Reflect upon the previous four weeks in order to develop an plan of implementation of newly learned content into your field of practice.

- Catch up with assignments that were left behind.

- Take the final evaluation quiz.

- Collect your badge.

- Prepare for continuous collaboration.

 

 

- Develop an implementation outline of a plan of action. (A template is provided)

- Identify a clear timeline of implementation to include key concepts and content learnt from the course.

- Establish a network of like-minded collaborators.

 

 

 

 

 


 

Syllabus: 

 

Week 1: 

13-19 Jan. 2019

In Week 1, participants will: 

Introduce themselves and give a brief description of their teaching background.

Share their knowledge of and experience in teaching linguistics.

Carry out a survey on participants' characteristics and previous in google forms.

Define linguistics in their context.

Understand the complexities of language as it relates to instructing mono/multilingual students.

Create and share a list of ELL students’ needs.

Participate in discussions on topic of the week.

 

 

 


Week 2:

20-26 Jan. 2019

In Week, 2, participants will:

Demonstrate a working knowledge of phonetics in the classroom.

Create and share a variety of pronunciation activities.

Appraise phonics and its importance in ELL.

Participate in discussions on topic of the week.

 

 


 

Week 3:

27 Jan.-2 Feb. 2019

In Week 3, participants will:

Demonstrate a working knowledge of morphology: word formation, most frequent inflectional patterns in English.

Demonstrate a working knowledge of syntactic structures: building sentence pyramids.

Participate in discussions on topic of the week.

 

 


 

Week 4:

3-9 Feb. 2019

In Week 4, participants will:

Be able to identify the importance of semantics and pragmatics in ELL classrooms.

Review the relationship between culture and language.

Review cultural critics versus cultural learners.

Review approaches to cultural conflict.

Prepare and share an activity on a cultural object of their choice.

Participate in discussions on topic of the week.

 

 


 

Week 5: 

10-17 Feb. 2019

Complete the plan of action template.

Finish pending activities.

Carry out course evaluation survey.

Participate in discussions on overall content of the course: last minute remarks and comments.

Earn a badge for participation in the course.

 


 

Media: How will you communicate with participants during the session?

 

  • Interactive space: Google docs and G+ Community.
  • Content space: Google classroom.
  • Live meeting space: Zoom for weekly live sessions. 

 

 

Other technology tools: What other technology tools will you introduce or practice with participants?

Padlet, Google forms.

 

 


Suggested sponsor(s): 

TESOL-IS: English as a foreign language

IATEFL Member: SIG Teacher Development

 


Moderators:

 

Name (last, first)

Email address

Location (country of residence)

Biodata (not more than 50 words)  

Photo

Medina, Carmen

carmen.medinasa@gmail.com

UAE

Currently, Foundations Program Coordinator at the Higher Colleges of Technology (DBM). I am an applied linguist and my PhD is in language and culture. I was a Fulbright exchange teacher in 2001. I love to study, research and teach online. I am a lifelong learner.

 

 

Hiasat, Lana 

lanahiasat2@gmail.com 

UAE

Lana is the GS program coordinator and full-time faculty. Drawing on her background of cultural diversity, trainings in emotional intelligence, creativity, and intercultural understanding, Lana offers unique insights into educational leadership, cultural inclusion, and integration of technology. Her research interests are in blended learning, educational technologies, teaching and learning best practices. 

 

 

Billy, Roslyn  

drrozbilly@gmail.com  

U.S.A.  

Dr. Roslyn Billy educational background consists of a BA in Liberal Arts with a concentration in Philosophy and Religion, a M.A.Ed. in Leadership in Teaching with a concentration in TESOL, (both from College of Notre Dame of Maryland) and a PhD in Curriculum and Instruction (Capella University).

 

 

 

 

 

 

 

 

Primary Contact (just one, please):

Dr. Carmen Medina

carmen.medinasa@gmail.com

The primary contact is responsible for getting all moderators into the training session, and for communicating deadlines, special events like our live webcasts, and other information to moderators.

 

 

 

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