Esl and bilingual education

Solo disponible en BuenasTareas
  • Páginas : 88 (21848 palabras )
  • Descarga(s) : 0
  • Publicado : 6 de enero de 2011
Leer documento completo
Vista previa del texto
Contenido
1. Introduction 4
2. ESL Programs 5
2.1 Non-native speakers 6
3. Bilingual Education 8
3.1 English and French 10
3.2 Québec 10
4. General Objective 11
4.1 Internal and external goals 13
5. Specific Objectives 17
5.1 Reading 17
5.2 Writing 18
5.2.1 Essence of writing skills 19
5.2.2 Level of students’ development of their writing skills 20
5.3 Speaking 215.4 Listening 24
6. Teaching Methodologies 27
6.1 The direct method 27
6.1.1 Principles of the Direct Method 27
6.2 The audio-lingual method 29
6.2.1 Language Theory 29
6.2.2 Techniques 29
6.2.3 Skills 30
6.3 The silent way 30
6.3.1 Learning Theory 30
6.3.2 Language Theory 30
6.3.3 Techniques and Materials 31
7. Student’s profile 32
7.1 ESL student profile 35
7.2Bilingual student profile 36
8. Student’s General Characteristics 37
8.1 Students’ skills 38
8.2 Student’s attitude 39
9. ESL Course Profile 42
9.1 What factors influence the design of ESL programs? 42
9.2 How are different ESL programs classified? 43
9.3 What are some examples of stand-alone ESL program design? 44
9.4 What are some examples of English-plus program design? 45
10.Bilingual Course Profile 46
10.1 Extent to which the native language is used in instruction 48
10.2 Bilingual education 48
10.3 Essential components observed in strong bilingual education 49
10.4 Bilingual Education Programs 51
11. ESL/Bilingual teacher profile 51
11.1 ESL Teacher 52
11.2 Bilingual Teacher 53
12. Classroom Environment 55
12.1 Information walls 55
12.2 Work islands 5612.3 Libraries in the classroom 56
12.4 Dictionaries and help Materials 56
12.5 Control and to set a place for each objet 56
12.6 Visual materials 57
12.7 Classroom layout 57
12.8 The environment in the Bilingual classroom: 57
12.8.1 Phases of Cultural Accommodation 57
12.8.2 Strategies in the classroom: Helping your students Adjust to 58
12.8.3 Learn the student names 5812.8.4 Assign a peer partner. 59
12.8.5 Post a visual daily schedule. 59
12.8.6 Invite their culture into the classroom. 59
12.8.7 Use materials related to your Students' cultures. 59
12.8.8 Involve Students in cooperative learning. 59
12.8.9 Help your students follow established rules. 60
13. Classroom Management 60
14. Evaluating Process 64
14.1 What is a rubric? 64
14.2 Why userubrics? 65
14.3 Create an Original Rubric 66
14.3.1 Part two in a five-part series 66
15. Most Common Grammar Mistakes 67
15.1 To classify the error 68
15.2 Common grammar and usage mistakes 69
15.3 Comma Splice 69
15.4 Dangling Participles 70
15.5 Ending a Sentence with a Preposition 70
15.6 I vs. Me 71
15.7 Pronoun Agreement 71
15.8 Split Infinitives 72
16. Student’sAnalysis of Grammar Needs 73
17. Lesson Plans 78
17.1 Setting an objective 80
17.2 Selecting lesson plan material 81
17.3 Types of Assignments 81
17.4 Developing a lesson plan 82
18. Conclusion 84
19. Bibliography 85
Appendix 86

1. Introduction
In this document we will examine and explain different aspects of ESL and bilingual education. The document consists of sixteen pointsregarding important educational issues, going through the definition and examples of ESL and bilingual programs, as well as its components. We’ll analyze general and specific objectives in ESL and bilingual programs, and also the different methodologies we can use in our classrooms.
Another crucial aspect in this investigation is the analysis of the student’s profile, ESL and bilingual, the student’sgeneral characteristics and their attitudes they may have to education and teachers.
When we talk about teachers it is also important to know their profile, what the teacher needs to have in order to succeed in different classroom situations and contexts. Also we will examine how to do rubrics in order to make grading faster.
Another point to consider in this document is the one of the...
tracking img