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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!!
Put Blog 3 here. Plus when you do blog four tomorrow, put blog 4 here too. Make sure you are putting responses to my answers along with your questions. We shall put all the comments under this heading from now on until I say differently.
ReplyDeleteProf. Lignelli
So second language learners, often have a lot more work ahead to do for themselves due to the complexity of learning a new language, do in this instance, it would be wise to apply the "top up, bottom down approach"?
ReplyDeleteAnd applying "rich schemata" scheme, where students can sometimes identify difficult words with events can help them learn english alot faster? should this technique be implemented each and every time??
But also, why does it affect some much L2 learners than L1 learners? can L2 learners ever been on the same level in regards to the schemata approach??
So according to the powerpoint presentation...the "bottom up" approach would them be best for an L2 learner?
So it is always important that a reader interacts with the actual text, and also at the same time, you can tell an L2's capability according to how will the can understand a text? break it down, understand/explain it?
BLOG 4
ReplyDeleteSo reading is important to apply as a skill in "problem solving activities"....is this skill considered one of the most important for an L2 learner or is it better simply for an L2 to speak the language, make their mistakes and be corrected from others???
With the "collection of information in reading", with so many things involved such as ortography,letter combinations, immediate context, can this hinder an L2's basic learning of english?
Also, after reading more on the powerpoint presentation...to what age group should it all be directed playing "guessing games"?...until what level? when is it most effective to play those games? in the beginning of the class, during or at the end of the class???
Also, playing "logic games" in the guessing games section...how does it improve their language skills?...how does it improve their vocabulary???
Brett Richards,
ReplyDeleteQuestion 1) How can you improve the microskills comprehension for an L2 learner without them becomming scared or intimidated?
Question 2)for articlce number 2, what is more important,...to guess all the content outlines or to actually know the material so they can give a better overall performance?
June 3, 2010 4:35 AM
brett said...
How can you re-inforce and make it easier to understand "top up bottom down" strategies for L2 learners with an ever changing technology that is expanding with computers etc, etc?
June 3, 2010 2:14 PM
Bottom down ---takes from the bottom and foundation of language. So phonics programs, Rosetta stone, language programs all are good to use and start with when considering the bottom up approach.
Top Down--this is tricky...You must know your students...How? Well, generally speaking, you must look at what children, teens, adults are into these days. Much like Krashen's idea of Comprehensible Input. Take I+1 background information and then set the ground work for reading. You can do this in pre-reading exercises with using wiki or searches, even facebook can be useful for all leveled students.
Lignelli
June 3, 2010 8:09 PM
brett said...
So through setting ground work, so they have a firm understanding, i can use the I+1 method, and some warm-up pre reading exercises and apply everyday general technology as well to make it more interesting and more helpful, more resourceful.
And as for Rosetta stone, i would want to find good, quality language programs that are easy to understand, but yet at the same time, provide them with a challenge, and after watching the videos, get them to write a paragraph or so on what they learnt and have them write it in english.
So if i was to go one step further, and build their confidence, get them to read it, present it in front of the class.
Rosetta Stone is good for practising reading and comprehension. It has some pretty complex stuff. There are some good programs about there (The RUM has a good one. I can't think of the name. Ask Horowitz.)
ReplyDeletePresentations increase anxiety which could hurt basic students motivation thus hinder learning. Plus, reading a presentation is one thing, but understanding the material and what is being said is another. HOWEVER, I love presentations for my students here in PR. It gives them a boost to make things real. I think it has to do with culture a little.
Lignelli
Brett said,
ReplyDeleteSo second language learners, often have a lot more work ahead to do for themselves due to the complexity of learning a new language, do in this instance, it would be wise to apply the "top up, bottom down approach"?
Yes they have a lot more work to do when reading and doing assignments. However, there are certain instances which one or the other (top down or bottom up) will work more efficiently. For example, if they were doing a presentation it would be helpful for them to amass the phonemes and sounds first along with the general rules of word and sentence building. For Top down, I would say that this is the best. Working with them and getting them confident that they already know something and prove it to them work wonders. It has a higher success ratio and more feasible in the class time allowed to teach a regulat ESL course.
Lignelli
Brett,
ReplyDeleteApplying "rich schemata" scheme, where students can sometimes identify difficult words with events can help them learn english alot faster? should this technique be implemented each and every time??
It does help them learn faster. It is similar with the idea of comprehensible input. The richer the material the more they will want to learn it and master the skills presented. I think it is necessary for the teachers to try to keep this in mind when planning for their lessons. It helps so much.
Lignelli
Brett said,
ReplyDeleteSo it is always important that a reader interacts with the actual text, and also at the same time, you can tell an L2's capability according to how will the can understand a text? break it down, understand/explain it?
To answer that questions is yes/no. You can be surprised sometimes, but usually you know where they stand and what they can do or not. So, yes. That takes various assessments verbal, written, oral etc. It is important to interact with the reading. Think to a time when you read something for pleasure. You let your mind wonder and dream a little. If someone was to ask you, after you finished, what was it about and explain it to them, you could do that with pleasure depending on whether you liked the book or not. The trick is to get your students to feel that way each time they read something. Now, that might now always be feasible but it is a goal. Plus, doing pre/during/post activities will get them thinking about the work even if they don't like what your teaching....so they'll pay attention and take part in the learning..
Lignelli
Brett said....is this skill considered one of the most important for an L2 learner or is it better simply for an L2 to speak the language, make their mistakes and be corrected from others???
ReplyDeleteFor problem solving reading is better to master. Now, Honestly all skills carry their own weight. Each one makes you a better language user. Now, for mistakes...anytime someone makes a mistake or error it is good to learn that error. If it is verbally, written, reading or what have you that is fine. But learning has to occur. This is why a lot of time correcting a student's paper does nothing unless they try to find what they did or they practice those mistakes in application. Students learn by doing. So read, write, listen and speak and they will learn....
Lignelli
What age group should it all be directed playing "guessing games"?...until what level? when is it most effective to play those games? in the beginning of the class, during or at the end of the class???
ReplyDeleteAny lesson has to be formatted to its audience. If you take a lesson designed for 1st graders and use it with high schoolers it will be a drastic failure without some tinkering. I have used stuff for my fourth graders in college and it worked wonders. I just changed certain things they would be more interested in and or some rules.
Also, playing "logic games" in the guessing games section...how does it improve their language skills?...how does it improve their vocabulary???
Problem solving and logic games are successful in working the area of the brain that deducts reasoning from stored or received data. This totally improves their language skills ten fold. For the second part comprehension and vocab building goes hand in hand. The more a person can reason the more they can acquire words ie--the vocab...
Lignelli
BLOG 5
ReplyDeleteSo if it was not for reading insights done by Krashen ESL would not be where it is today???
Is it better to have cognitive tasks that involve reading or is it better to just do normal everyday reading to improve their language/vocabulary skills?
Is it really worth the conflict between Jeanne Chall and Krashen on their different theories? shouldnt they both be sticking to basics or working together???
Which is more effective...extensive or intensive reading? both have their good/bad sides, but to help an everyday L2 student?
How can an L2 better understand reading comprehension without getting caught up in all the theories of ESL?
And so no "theory" yet has been proven for "how to teach reading"???
BLOG 6
ReplyDeleteIn Challs theory...how can you help an L2 student focus more on reading to bring out the actual process for them to understand what they are actually reading and not just reading to do it???
So will an L2 reader learn faster to read and acquire skills based on what they read, such as novels, manuals, books, magazines??
Ok, so it mentions "reconsidering learning disabilities" but it does not explain exactly how that can be resolved...
How can you make a skilled reader even more strategic than they already are, or someone that is struggling with reading comprehension to become a skilled reader with strategy?
Which theory is better to follow in reading comprehension for this particular age group? Bloom's or Krashens??
BLOG 7
ReplyDeleteOk,...do you have to be able to "speak" the language as an L2 to be more able to "read" the language as a proficient language reader?
Which "schemata" would be the best to use? all of them or focus mainly on the "formal schemata" which gives a bit of everything?
Is there a particular culture/nationality that stuggles more with reading comprehension than other nationalities? if so, how could they be helped tgo be on the same level??
Is there more advantages to reading texts on the web/computer rather than reading a book apart from the "physical" aspects of a computer such as eye strain?
Will there be a program directly created for ESL students instead of Rosetta stone?