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From: Opal M. (firstname.lastname@example.org)
Date: Wed Oct 10 2001 - 11:38:33 EDT
Next message: Opal M.: "Re: [Teacher-TalkNovel] socratic method (Rebecca Jenkins)"
That's great. I never thought of that. Translations
sometimes can be confusing. I don't think I
understand what the difference is between the spanish
translation and actually visualizing the notebook.
Does that mean that you want the students to skip the
translating stage and automatically see the object?
--- Melanie Tiwari <email@example.com> wrote:
> I happen to be taking a class for teaching ESOL and
> learners right now. One of the things we talk about
> it slowing down for
> students to comprehend. But I think what helps even
> more is helping
> students make the connection without translation.
> If this particular
> students has to translate into Spanish to respond,
> she may never reach
> the level of fluency needed for academic language.
> A really good
> strategy is to use visual aids and pictoral
> representations of concepts,
> so when you say "reading notebook," they
> automatically think of the red
> folder in their backpack instead of thinking
> "reading notebook = el
> cuaderno por la clase de leer = (the actual folder).
> This is how visual
> aids are perfect for second-language learners
> because they can connect
> the language immersion with objects around them to
> make the transition
> Writerblk9@aol.com wrote:
> > Opal,
> > Many of the students whose first language
> isn't English are
> > able to learn the speech patterns long before they
> learn the written
> > language. The first thing that you have to do when
> working with ESOL
> > students is find out what they do know. Once you
> have figured that out
> > then you can begin to work on teaching them new
> words and grammar
> > skills. I worked with an ESOL student last
> semester and she was very
> > fluent in the spoken language but had difficulty
> with reading and
> > writing. What I realized while working with her
> was that she could
> > read and understand English very well, but she
> needed time to
> > translate what she was reading into spanish absorb
> what she read and
> > then translate the ideas and concepts back into
> English to respond to
> > them in speech or writing. This is a very drawn
> out process for
> > students and they may need extra time to complete
> work for this
> > reason. Once I caught on that this is what was
> happening to my student
> > I slowed down the pace of the reading and gave her
> time to translate
> > back and forth. After a few weeks she was able to
> speed up the process
> > and her reading and writing improved as did her
> comprehension. I agree
> > Glenda that this process does require immersion in
> the English
> > language but you might find English stories that
> focus on the students
> > native culture to help gain their cooperation in
> the learning process.
> > Jeff
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