Speaking & Listening
How can I help my students?
* Provide ample time for turn and talk activities.
* Group activities that require speaking and listening for all members.
* Model correct gestures, body language, tone, and vocabulary in multiple situations.
* Create a language rich environment
* Be aware of the relationship between a student’s native language and English
* Have student's participate in plays or Reader's Theater
* Simplify your language when possible.
* Aid students by scaffolding language and providing visuals.
* Help students understand when to use different kinds of language by role playing.
* Oral presentations in small groups-Have the students listen to each other and provide oral feedback to practice listening and speaking.
Interesting Fact:
70 to 80% of the English language is implied and not said directly
(Dr. Wolfram Professor of Linguistics at North Carolina State University)
WHY IS THIS IMPORTANT FOR ELLs?
“These children often bring to the classrooms rules of speaking based on the norms of their home culture and language. The model of communicative competence needed to function effectively in their home community may not fit the expectations of mainstream academic culture. When speakers use different rules of speaking, it opens doors to greater chances of misunderstanding and conflict.” (Denham and Lobeck, 17)
I think it is very important for ELL teachers to share with school employees that there are different social/culture rules for speaking and interacting. I have seen many times where an EL students lack of understanding and comfort level in a conversation is mistaken for an “attitude” or the “student was being rude.” I have often seen this lack of knowledge to be mistaken for “the student not being interested in coursework” or “the student is lazy.”
Websites for Speaking and Listening:
Varieties of Spoken English:
Repeat After Us
English Central
English Club
ESL Listening Lab
Duolingo
“These children often bring to the classrooms rules of speaking based on the norms of their home culture and language. The model of communicative competence needed to function effectively in their home community may not fit the expectations of mainstream academic culture. When speakers use different rules of speaking, it opens doors to greater chances of misunderstanding and conflict.” (Denham and Lobeck, 2005, 17)