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 our sessions, participants who have attended all live meetings and have carried out all the tasks will receive a badge.
Week 1. Welcome to Basic Linguistics for English Language Teachers
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Objectives:
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Outcomes
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- Introduction.
- Get to know your moderators.
- Get to know your peers.
- Define linguistics applied to the English language classroom.
- Review the complexities of language as it relates to instructing students.
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- 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.
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Welcome to our first session.
1. Go to our G+ community. Introduce yourself and tell us a little bit about yourself: your nationality, where you work, what level/s you teach, etc.
2. Go through the powerpoint. Be ready to give your opinion on some of the issues that are brought up in it.
3. Skim over one of the two readings and leave your comments in our G+ community.
4. Watch the video for more information on linguistics.
5. Take our confidential profile quiz: https://docs.google.com/forms/d/e/1FAIpQLSdcQY44xvuDUex0fT5N6xOHezdRfeKNFGVvMSwAjf3vir93Ag/viewform?usp=pp_url
6. Join our live session in Zoom on January 17th at 3 pm Dubai (UAE) time. Check your time with the time converter: https://www.timeanddate.com/worldclock/converter.html
Week 2. Pronunciation in the English Language Classroom
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Objectives
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Outcomes
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- 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
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- Identify pronunciation issues in your students
- Provide remedial work for your students
- Share a collaborative space with pronunciation links and activities
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In Week 2, we will discuss aspects of pronunciation, phonetics and phonics.
1. Go through our powerpoint to have a look at some of the issues we may come across as English language teachers.
2. If you want to review the basics of Phonetics and Phonology, you can watch the 4Educ8ion video at: https://www.youtube.com/watch?time_continue=3&v=9l6n1Ma4TiI
and/or read the Article by Dr. Rodney Ball: http://humbox.ac.uk/62/1/PhoneticsFull.pdf
3. For the history of the International Phonetic Alphabet (IPA), visit: https://www.voices.com/blog/history-international-phonetic-alphabet/
4. If you want to know about varieties of English, you can visit: http://www.fonetiks.org/
There are a number of resources at the bottom of its page. For instance, Ship or Sheep will help you with minimal pairs; HowjSay will give you the pronunciation of a word you type into the box; Dictations online provides graded dictations; Foniks.org has been designed for younger learners. Have fun exploring the site and leave your comments and other links you use in our G+ Community.
5. What are your favorite minimal pairs? Create an activity that would be suitable for your classroom. You can model it on: https://drive.google.com/file/d/1yEJTexQeegH08h1553ApC0yJkqSDNDEc/view?usp=sharing
6. Come and share your ideas, comments, tricks and troubles during our live Zoom session on January 26th, 2019 at 4 pm, Dubai time. Don't forget to consult the time converter.
Week 3. Creating Sentences in the English Language Classroom
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Objectives
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Outcomes
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- 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
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- 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.
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Week 3's session will be reviewing aspects of morphology and syntax.
1. Have a look at our powerpoint to check out some of the aspects we will be going over this week.
2. Reflection 1: What aspects of morphology do your students struggle with? What aspects of morphology do you struggle with when explaining them to your students? As teachers, we have parts of English that we love and have developed to perfection, ok, almost to perfection! By the same token, there are aspects that we do not feel as comfortable with. Leave your comments at our G+ community.
3. Watch the first video (https://www.youtube.com/watch?v=syjbhT45J14) for a brief overview. In the second video (https://www.youtube.com/watch?v=KmnzJv0kQ7I), the presenter suggests that when morphology is combined with phonograms and spelling rules, virtually every word can be explained logically. Do you agree? Why or why not?
3. Reflection 2: What aspects of syntax do your students struggle with? What aspects of syntax do you struggle with when explaining them to your students? (Carmen doesn't like explaining relative clauses, but she loves conditional sentences and the passive voice, for instance). Leave your comments at our G+ community.
4. Watch the Interview with Elena Miranda, Principal of the Official School of Languages in Lucena, (Córdoba, Spain). She will be giving us her take on grammar in the English classroom.
5. To be confirmed: Watch the Interview with Dr. Steven L West.
6. Please share a task you give your students on either of the two areas.
We have supplied an example: https://drive.google.com/file/d/1OW0ASGJSyis-JvGoSkKg1EKl-PuL4KPG/view?usp=sharing
Please comment on the tasks your peers share. Use our G+ Community for this.
7. Come and share your ideas and comments during our live Zoom session on February 2nd, 2019 at 4 pm, Dubai time. Remember to consult the converter for your local time.
Week 4. Culture in the English Classroom
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Objectives
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Outcomes
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| - 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.
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- 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.
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Week 4 will be divided into two parts. In part one, we are going to briefly review the importance of semantics, pragmatics and culture in the English language classroom. In part two, we will see how important it is to understand your students' cultural background.
Part One. Meaning, Context and Culture
Review the three powerpoints on semantics, pragmatics and culture in the classroom.
Keep track of the thoughts they bring up in relation to your context and your classroom.
Share those thoughts in our G+ community.
Part Two. Cultural Backgrounds
"Until the lions have their own historians, the history of the hunt will always glorify the hunter.“
This quote will be the theme for this week's module. Part two focuses on the importance of understanding the different cultural backgrounds your students come from.
For Part Two, you will have two PowerPoints and a small scale research assignment.
1. Start with the powerpoints. Be ready to give your opinion on some of the issues that are brought up in it.
2. Take the culture learner/culture critic quiz. Reflect on what areas you need to improve on and be ready to share with the G+ community.
3. Watch the video of Chimamanda Adichie and complete the smale scale research. Post your findings on Padlet link: https://padlet.com/lhiasat/nw1yzjbrbhio
4. Watch the video with Dr. Christine Coombe for her opinion on language and culture.
5. See you at our weekly Zoom meeting on Thursday, Februrary 7th at 3pm, Dubai time. Check the converter for your time zone.
Week 5. Establishing Connections and Collaborations
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Objectives
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Outcomes
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- 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.
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- 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.
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Week 5! Thank you for staying with us. During this week, you will have time to explore aspects of our sessions you may not have had time for before.
Dr. Roslyn will be presenting her template for a plan of action regarding any aspect of our sessions that you may want to reinforce, put into practice or trial. Remember that this is only a plan. If you have time and would like to share your results after we have finished, the G+ community will be kept open.
1. Look at the plan of action template: https://drive.google.com/file/d/15oHrqsXeINta_cBW9ivn1XXUrU5jXZAi/view?usp=sharing
2. What aspect of our sessions would you like to implement in your context?
3. Share your thoughts in our G+ community.
4. We look forward to seeing you at our live Zoom meeting on February 16th, 2019 at 4pm Dubai time. Please check the converter for your local time.
5. Please remember to do our feedback survey before you leave: https://docs.google.com/forms/d/e/1FAIpQLSeIsNqFu9OXRIW8nbGz8LCwdMjDpLHyo3f6MQToRQM-lOxSMA/viewform?usp=pp_url
Thank you for collaborating with us! See you next year!
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 at our live Zoom session.
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.
Listen to interview with Dr. Hussam Al Zieni.
Participate in discussions on topic of the week at our live Zoom session.
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.
Watch interviews with Elena Miranda and Dr. S. L. West.
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.
Watch interview with Dr. Lana Hiasat and Dr. Christine Coombe.
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 sessions: last minute remarks and comments.
Earn a badge for participation in our sessions.
Media: How we will communicate with participants during the sessions:
- Interactive space: G+ Community, #BLELT and Google docs.
- Content space: Google classroom.
- Live meeting space: Zoom for weekly live sessions.
Other technology tools: Padlet, Google forms.
Suggested sponsor(s):
TESOL-IS: English as a foreign language
IATEFL Member: SIG Teacher Development
Join this session!
You can start pre-viewing content from Jan 1, 2019.
Moderators:
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Name (last, first)
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Email address
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Location (country of residence)
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Biodata (not more than 50 words)
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Medina, Carmen
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carmen.medinasa@gmail.com
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UAE
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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.
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Hiasat, Lana
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lanahiasat2@gmail.com
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UAE
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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.
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Billy, Roslyn
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drrozbilly@gmail.com
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U.S.A.
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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).
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