Google Crisis Response

Google has opened a site with crisis reponse to help Chile. If you want to donate money to help with the disaster and devastation in my country, please do it. We need it. More than 700 people has died, and there are millions who are missing.People don't have electricity and/or water; in the south they don't have food and shelter. Their houses are completely gone. Many are still laying in the ocean waiting for rescue.

This is the link. Thank you very much.

http://www.google.com/relief/chileearthquake/

Watch and Learn videos: Weta Learning Media

Looking for spelling materials online, I found you tube videos called Watch and Learn. These videos are filmed inside the classroom and they captured effective techniques for English teaching.

One of these videos is: http://www.youtube.com/watch?v=JqnhPwfVgKI&feature=channel



These videos are part of WETA Learning Media. Weta has created and sustained four award-winning educational multimedia services:

Reading Rockets; Colorín Colorado; AdLit.org; LD Online.


http://www.youtube.com/user/wetalearningmedia


I invite you to look at these videos, they are a great help for English teaching.

ESL printables

This website is of great help for ESL teachers: http://www.eslprintables.com/

If you create an account you can exchange original resources for your classes with other teachers. The idea is to upload your own original work, such as worksheets, flash cards, power point presentations, lesson plans or activities; and share it with others.

You can upload three printables per day, every time someone downloads one of your printables you earn points. With these points you are able to download printables of other teachers and use them in your classes.

Another plus, is that you can also create online exercises. (only with Internet explorer)



You will find hundreds of printables, I recommend it.

Goodbye day at EWU

Video Podcast

Podcast Document

Video Podcast

Meeting friends from all over the world

“Getting to know you…”

Pilar Escalona Requena

1. - Description of intended students.

These series of video podcasts are for my future students. They are in Middle School. They are thirty students from ages between 12 and 13. They are native Spanish speakers and their level of English is basic. They were born in Chile and do not have a second language; in Chile they only need to speak Spanish. For them English is only a required subject to pass at school. They like to play video games, chat with their friends, listen to music and watch T.V. Considering that they are not really interested in learning English they need to know why is it important; how some people had to learn English in order to communicate with others; and how could they use it in their daily lives. They also need to advance from basic level into intermediate level.

2. - Description of language objectives and content objectives.

Series

Language objectives:

Getting to know you questions:

• What's your name?
• Where are you from?
• What's your favorite (country) food?
• What do you like to do? Do you have any hobbies?
• How long have you been studying English?
• Is it difficult to learn English? Why?
• How is your country like?
• What do you like about your country?
• What do you miss most about your country?
• Why are you living in USA?
• When did you came to USA?
• What countries have you visited?
• How many languages do you speak?
• What language do you speak in your country?
• What is your religion? Do you go to church?
• What kind of food do you like? Do you like American food?
• What do you like about American culture?
• Where do you live?
• Do you play any sports? Which sports do you like?
• Who do you live with?
• Where is your family?
• Do you any brothers or sisters?
• What are you going to do after high school?
• How is your country like?
• Are you going to go back to your country?
• What are the differences between USA and your country? Comparing and contrasting

Content objectives: Getting to know people from different parts of the world that are living in USA. Young students from different cultures, who have strong backgrounds and strong stories to tell. They will answer questions about themselves, about their culture and their country. They will tell us about their experience living in USA and learning English as a second language. Some of the students interviewed are from Africa, Russia, Japan, Korea, Egypt, Marshall Islands and Micronesia. Each podcast has two speakers from the same country. In the series they will be two podcasts from the same speakers, this is: Getting to know you 1 and Getting to know you 2. This continuation will permit the students to get to know more about the life of the students interviewed.

They will see that in USA there is a huge diversity of people. They will be able to hear a different accent and they will have the opportunity to meet students who live very far from Chile.

Individual podcast

Language objectives:

· Where are you from?

· What is your name?

· How old are you?

· How many languages do you speak?

· What do you want to do after high school?

· Why are you living in USA?

· Do you have any brothers or sisters?

Content objectives:

Getting to know you 1: In this first podcast the students will meet Raphael and Meshack. They are from Tanzania, Africa. They are between 15 and 16 years old, and they are studying in USA. The students will get to know the speakers while they answer the questions of the podcast. They will learn about their expectations for the future; some personal data; about their choice of coming to USA; about their families and hopes.

On the second podcast they will get to know Raphael and Meshack more deeply; about their country and culture; and their opinions about American culture.

Explanation of reasoning:

The series of podcasts Meeting friends from all over the world consist about getting to know people from different cultures. The people will answer basic questions about their lives.

The people that are interviewed in the podcasts are students from similar ages as my future students, they are teenagers. Therefore my future students will feel a connection with them. They will be able to see the struggle that some kids have in order to move to a country with more opportunities. They will see why some people leave their countries and move to a new one. They will be able to compare them with USA and Chile.

3. - Descriptions of the elements that make the podcast comprehensible

First, the students will be introduce with questions about getting to know people. What are the questions they will need to ask when you first meet someone; and what are the questions they need to ask in order to get more information about someone. They will learn English vocabulary and improve their conversation skills.

After, they will watch the video podcast and they will be able to see how these questions are answered with different people from different countries.

The first podcast has really basic questions such as, What is your name? How old are you? and Where are you from?. While watching the video they will listen and read the questions asked to the people. They can see who is answering them, and they will get to know each speaker every time they answer different questions. They will collect information about the people; their country and their culture. The podcast is welcoming, it has happy hip music, and young outgoing people which will keep the students motivated.

4. - Description of the strategies that we have covered that have informed the choices that you have made with the podcast and how you will use it with students

With these series of podcasts we can create multiple activities. The students will be motivated to watch them because it is quite different from the lecture kind of class that we have in Chile. They will be able to interact between each other and meet students from different parts of the world who are learning English as a second language. They will be able to compare and see the difference between ESL and EFL. They will be shown a different reality and a real use of the language. They can also relate to the people interviewed because they are students from similar ages.

Social interaction: The students will be asked to work in pairs while watching the video. Afterwards they will have to discuss what they saw and answer questions about the podcast: Where are Raphael and Meshack from?; How old is Meshack?; How many languages does Meshack speaks?; What does Meshack wants to do after high school?; Why is Meshack living in USA?; Do they have any brothers or sisters?. They will also have to work on a project about Africa, Tanzania.

Critical Thinking: After watching the video they will work on a project about the country the students interviewed came from. They must work on a paper and a presentation. They will work in pairs and research online or at the library. Some of the topics they will have to research about are: Official languages, culture, history, traditions, environment and geography.

High Expectation: These podcasts will give them new knowledge and new points of view about English and about people from different backgrounds and cultures. They will be able to give opinions and talk about the differences between one another. The students will be expected to be responsible and respectful with his or her partner. They will be expected to learn in a meaningful way and not memorize. In every occasion I will be there to correct some mistakes; to clear doubts; to help them with some problems; and to support my students whenever they need it.

Reflection 6: A case of effective language teaching

The students were giving a book called The Giver. They must take it home and read one chapter per class.

Critical thinking: In class the students work in groups and debate about what they have red. Each day they discuss a new chapter; making questions, giving their personal opinions, debating and explaining; promoting critical thinking.

Social Interaction: The students have to work in groups in order to debate and share their opinions and believes. The students learn from each other, and they help their classmates understand some difficult points of each chapter.


Reading this book was effective for the students because they had to work in groups every day and talked about what they have red. They not only had to read it because the teacher told them to, but they also had to read it in order to share their ideas, to make questions and explain what they understood or didn't understand about the book. They not only had to be prepared for a final text after reading the book, but they also had to be prepared every class and debate. A long time process that makes the reading process easier and more comprehensible.
I think that working in groups and working in debates and helping each other are really good cases of effective teaching. Both social interaction and critical thinking lead to success.

Reflection 5: If only they knew…

..what high expectation is.

I think that some people do not believe that the ESL students of the school can make it in college. They think that the students are only working material. They do not see the students as excellent students with great expectations for the future, hence they do not help them to be great students now.
The reinforcement is only in speaking and listening. I think that reading and writing comprehension are the key to enter a higher level of education. The only focus I see is in the WASL, and how students can pass this test.

For what I have red and seen in different educational websites, teachers need to develop academic language and literacy. Teachers need to be committed to high expectations and high standards for all students. Teachers need to show students how to face change; life; difficulties; education; and how to face success. Provide them opportunities for real academic language. http://www.projectglad.com/

Everyday situation:
An old men enters the classroom everyday, distracting the students and taking time from learning, is a bad choice; and it demonstrates the students that what this men is offering is much more important than learning.
He offers jobs. He asks the students papers and identification to find them jobs: washing dishes and cleaning. What bothers me the most is that he looks for students who have lower language; lower English. Students which are thought to be low and slow learners. Students who need the money, and who need to help their families. Students who see college as a far opportunity.

What I think:
I think people need to focus in academic language. They need to believe in the ESL students; that the ESL students can be better; and that the ESL students can be brighter. Having high expectations. Developing writing and reading. Teaching them real English. Focusing in education not on money.

High Expectations:

"When I talk about expectations with my students, they need to know it's not about a battle with me or a score on a math test; it's about the rest of their lives. Every little piece is a stepping stone to where they are going. Where will that turn out to be? The reality is that their options tomorrow will be determined by what they can take from school today.
Like it or not, they are taking everything I can give them." http://www.alliance.brown.edu/pubs/voices/1qtr2002/highexpect.shtml

"Schools that establish high expectations for all students--and provide the support necessary to achieve these expectations--have high rates of academic success"
http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk11.htm

"No one rises to low expectations,"...
http://blog.dispatch.com/edblog/2008/11/students_need_high_expections_and_tlc.shtml

Reflection 4: A topic in language education that I want to know more about

I would like to know more about Project GLAD.
After one week observing an ESL class; the different students; different cultures; different backgrounds; level of English; and different ages; I really think it is best to plan a class taking into account these differences. To include the students' culture and first language to a class can be very meaningful for them. Ask them where they come from or what they do in their country can be really motivating for them.
I also think that no matter where your students come from, you need to have high expectations. You need to believe that they can keep studying; that they can go to college and have a career; that they can do much more than just having a job at an hotel and cleaning or washing dishes. Include writing and reading as the most important topics of learning not only speaking and listening; and for a real purpose.

I am really interested in this project because I have seeing that some teachers do not take into account these differences and just teach a regular class, and the expectations that they have about their students are really low. That is why I want to know more about strategies for English language learners; cross-cultural environment; how to integrate the four skills; how to work together with other teachers, having a healthy relationship, and how to keep the students motivated and interested in learning English.

Link:

http://www.projectglad.com/

GLAD Video:



In Project GLAD website I was able to find the answers to my questions. It is in detail what GLAD is about; the strategies that I would need to use with English learners; the steps I would need to know to be trained as a GLAD teacher; and I also found some quotes about students that find GLAD a great project to learn a second language.

Reflection 3: Response to a question about English teaching

http://www.everythingesl.net/askjudie/?i=11062&n=0

Contacting Families of ESOL students

by Mandy on Oct 14 2008 2:17 PM

I am an education student at Florida Gulf Coast University. I have noticed throughout my classroom observations the difficulty teachers have communicating with parents - specifically ESOL student's parents.For example some parents do not have telephones and if they do, there willingness/ability to communicate seems limited. I am wondering if anyone has advice on effective ways to communicate with ESOL families.

Re: Contacting Families of ESOL students

by Pilar Escalona on Nov 17 2008 9:42 PM

Usually parents of ESOL students are afraid to experience new traditions and speak a new language leaving theirs behind. Moving to another country to have better opportunities for their families and themselves is a hard decision to make. Parents are usually in culture shock. They take longer time to get use to a new country and a new culture than their sons and daughters. Most of them don't speak English and refuse to learn a second language. I would recommend you to find someone who speaks the parents' first language: a translator; a paraprofessional; or another teacher. Have meetings with them using bilingual support; welcome them to school giving them a tour of the school, and meeting the school personnel. This welcoming process makes parents feel included and willing to participate at meetings and school's events. Help them find resources that they would need such as food; banks; health service; ESL adult classes. They will feel appreciated and comfortable talking with someone who cares. Write them letters and information sheets in their language using translators. If you can't find someone who speaks the language, you can find translators online. Keep them informed about their sons and daughters performance. Make them know that they can talk to you if they have any doubts and concerns; make them know that they can trust you. Keep them engage to school.
I hope this helps.
Greetings,
Pilar.

I believe that including parents into their sons and daughters activities is a good way to promote communication. Helping them to find resources about their daily lives and welcoming them to school are processes that the teacher must do in order to involve the parents with school. Make them feel comfortable and trustful about your actions and opinions creates an open relationship. Having experienced culture shock myself, I think that having the help of a native, especially a teacher, can help you feel more open and comfortable with the new culture and language.
I have seeing this open relationship when we have visited some schools here in Washington, and I think it is the best way to include the family to the education process of the students.
In Chile we don't have as many foreign students as here in USA but the process of including new parents and students to the school is the same. The main difference is that everybody speaks the same language.

Reflection 2: Podcasting my way to mastery of English

I have always liked videos about animals and nature; and I have watched NatGeo channel many times. I would use these videos to improve my listening and speaking comprehension. They are a great tool to learn about topics that are really interesting for me. I will be motivated to watch them because I am a visual learner. Watching interesting images about different cultures and people; about nature; recycling; animals; global warming; history; environment will make me think and research about what is happening around the world. I will be able to compare Chile with other parts of the world, other cultures and believes.

I will also use them with my future students to practice listening and in a fun way by watching videos. They could practice writing; they could work in groups or in pairs and promote social interaction. By working in groups they can practice speaking; they can acquire new language; give personal opinions.

NatGeo is an easy tool to look for videos. I just go online to the website and search on the many topics they have. http://www.nationalgeographic.com/

On the same website there is an Education link where I can find educational videos and sites. This link will be useful for my future classes. http://www.nationalgeographic.com/education/

There is also a website for kids that I would use to teach elementary students. http://kids.nationalgeographic.com/

I would use this website and watch NatGeo videos every weekend. I just have to go online, choose a topic, and it will only take me about five to ten minutes to watch the video I selected. These videos are a great tool for me to improve my second language. They do not take too much time to watch, and I really enjoy watching them. They also give me a future look to my teaching of English as a foreign language.

Reflection 1: Websites that may help students

We are working with a group of students who came from Africa. These students only arrived to United States last year, hence they do not understand English very well. They cannot communicate easily; they have pronunciation issues; and their writing skills are very basic.

They need to look for meanings of words that they do not understand. In classes they do not understand several words and they ask the teacher, but the teacher cannot explain every word they don't understand. Like in all classes some of the students are shy, so they don't ask for questions.
They have computers in the classroom, so I think it would be easy for them to get up, go to the website and look for meanings they don't know. They don't use dictionaries so I think that online dictionaries would be a great tool for them.

Links:

http://www.thefreedictionary.com/

http://wordreference.com/

http://en.wikipedia.org/wiki/Main_Page

http://visual.merriam-webster.com/index.php

http://www.rong-chang.com/dict.htm

They also need to improve their listening. This skill will help them to know the differences between words, and also to have a better communication and pronunciation. They could see videos at NatGeo and NOVA; talk to ALICE and also practice writing; they could see ESL podcasts at BBC and learn about different topics; and they could go to real-english.com, and practice listening and writing, grammar, and listen to different accents and ways to greet. They could use these websites at school: in classes and at the library; and at home.

Links:

http://alicebot.blogspot.com/

http://www.npr.org/

http://www.nationalgeographic.com/

http://www.pbs.org/wgbh/nova/

http://www.real-english.com/new-lessons.asp

http://www.bbc.co.uk/radio/podcasts/re/

I would suggest students to use these websites and use them as a tool to improve their English.

The Classroom Story: Mail Call

What do you see in terms of strategies that we saw in class?

I can see:
High Expectations. The teacher believed in what they students could do. He believed in their opinions and points of view. He believed that together they could write a letter to make a difference, no matter what their level of English was, they still did it. They grew up together and they were challenged, but he saw things with positive eyes towards the situation and towards his students.

Social Interaction. The students worked together as a group in order to create ideas, they brainstorm and everyday they would write some new ideas on the board. They went from macro ideas into micro, and they chose the most important points they wanted the major to know. They chose three main points to write in the letter, but when one of the students suggested to add another point, everyone supported her and gave their own point of view about this new idea. The whole class agreed and they added a fourth point. They worked a lot to give meaning and understanding to the letter. The students went to the board and circle the main ideas and they also revised the draft. This was purely group work.

Teaching through content. The students were really motivated and interested in what they were doing. It was a real situation. Not only this was a real letter that the teacher was going to send, but it was also writing for a purpose: a traffic light. The students had a concern and the teacher took this opportunity to teach them grammar and writing. They also study salutation, body and closing of a letter.

What will I want to know about my students

What you will want to know about your future students?

I would like to know about their background.
I would like to know what their interests are. What their likes and dislikes are.
I would like to know what their families are like; what their traditions and occupations are.
How do they feel about learning a second language, and what their thoughts about English are.
What their plans for the future are, and why they think that learning English will be helpful for their lives.
I would like to know a lot about my students. Their personal believes and concerns. Their interests and their talents.

Run-ons

In a class we can have students whose families live in a car and others who live on a three story house with four cars and more, and we can also have people from Asia, South America or Canada, so introducing this kind of activity can be a way to break the walls students have. Remember the movie that we saw last week "Freedom Writers" and the techniques the teacher used to get the group closer and closer.

In a class we can have students whose families live in a car and others who live on a three story house, with four cars and more. We can also have people from Asia, South America or Canada. Introducing this kind of activity can be a way to break the walls students have. Remember the movie that we saw last week "Freedom Writers" and the techniques the teacher used to get the group closer and closer.

Students can deliver as much as you ask them to do, if you create high expectations and you expect them to deliver they will feel confident and will learn to trust themselves and believe that they can do it.

Students can deliver as much as you ask them to do. If you create high expectations and you expect them to deliver, they will feel confident and will learn to trust themselves. They will believe that they can do it.

The demos are very visual so the students do not get bored and also the listening is very clear you can save your answers of each demo and send it to your teacher if you need more explanations, but the demos are made so that you get immediate feedback and understanding.

The demos are very visual so the students do not get bored. The listening is very clear, you can save your answers of each demo and send it to your teacher if you need more explanations. The demos are made so that you get immediate feedback and understanding.

MSN is a great tool for practicing the four abilities because with it you can use webcams, microphones, headphones, you can share pictures and games so you can really communicate with someone in real context.

MSN is a great tool for practicing the four abilities. With it you can use webcams, microphones, headphones. You can share pictures and games. You can really communicate with someone in real context.

Some think that technology is more motivating but others prefer the lecture kind of class, we have to remember that our classes are big and we can find different personalities and intelligences so we have to try to reach everyone of our students.

Some think that technology is more motivating, but others prefer the lecture kind of class. We have to remember that our classes are big. We can find different personalities and intelligences, so we have to try to reach everyone of our students.

On this website you can create articles, practice reading and writing, edit existing articles, choose the language you want to practice and you can be a member of the community.

On this website you can create articles. Practice reading and writing. Edit existing articles, and choose the language you want to practice. You can be a member of the community.

High Expectations

I think teachers should have high expectations about their students.
Students can deliver as much as you ask them to do, if you create high expectations and you expect them to deliver they will feel confident and will learn to trust themselves and believe that they can do it. I have seen students whose teachers don't believe in them and they are not confident and think that they can not do a satisfactory job. I have also had teachers myself who do not think we can do a good job and it shows.
Having high expectations helps the teacher and help the students. You can have a better communication and a better relationship.
You can do it! it is a great phrase.