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About Me
- Prof. Lignelli
- I am a University Professor of ESL at Howard Community and Montgomery College. I often teach at Anne Arundel Community from time to time as well. I have taught various levels of English from Elementary to University. I have a MA in TESL from Inter American University of Puerto Rico. I look forward to seeing each and everyone of you in my class!!
The story is that many ESL teachers, entered the field without the correct degree, such as "arts" or humanities and their only experience was a few writing classes.However, for it to be successful, it has to be rhetoric, developmental,cognitive, many teachers that did not have these qualifications did not understand about teaching in how to write. "Free writing" was limited to sentence structure.
ReplyDeleteHow often should "positive re-inforcement" be done inside the classroom? once a week? twice a week?
How do you stop teachers from falling into the same habits of "controlled writing"?
Why do ESL teachers still follow the same pattern then, such as "fill in the blanks" with exercises as that mentioned when they should be doing something different?
Are dicto-comps and sentence combining more effective than just "free writing"?
At what stage can/should a student be independant of the controls/texts imposed by the teacher?
So the process movement is the most important so far to date in ESL development? why so more than any other discovery? What are some of its disadvantages?
BLOG 11
Now teachers "study" the errors of students instead of just correcting them for the sake of correcting them to actually get to the source of the problem to determine if it was first language interferences of developmental aspects. Choesion and coherence were also implemented to understand the organization and comprehension in academic prose. Writing skills and the synthesis of multiple sources were taught by Harowitz and Stein.
Why then, are teachers hooked on "journal writing" if its not that affective and only develops limited areas?
How then can you compose second language proficiency with composing writing expertise so that they can be better writers?
Johnson and Morrow taught that oral is more focused on than reading competence, so why do many teachers still focus on reading competence if oral is just as important?
How can you implement "authentic materials" and at the same time focusing on the individual needs of each and every student?
Collaborative learning and teaching techniques works better in small groups or the student advances more individually?
Can C.A.L.L. take away from the actual in-class teacher-student development of language learning??