Language Focus

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School

Grand Canyon University *

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Course

455N

Subject

Linguistics

Date

Apr 3, 2024

Type

docx

Pages

4

Uploaded by CorporalGrasshopper2361

Clinical Field Experience A: Language Focus John Roper ESL- 455N 2/4/24
Part I Interview and Observation 1. How do you address language form (vocabulary, grammar, and discourse specific to a particular content area) and language function (the purposes for communication/use of language in academic and social contexts) in your classroom? In my classroom, I address language form and language function through various instructional strategies and activities. To address language form, I incorporate vocabulary and grammar instruction specific to the content area. I introduce and reinforce key vocabulary words related to the subject matter, ensuring that students understand their meanings and usage. This can be done through explicit vocabulary instruction, such as word walls, vocabulary games, or context-based activities. Additionally, I integrate grammar instruction by explicitly teaching grammar rules and structures relevant to the content area. This may involve providing explanations, modeling examples, and offering practice opportunities for students to apply their understanding. To address language function, I create opportunities for students to use language in both academic and social contexts. In academic settings, I design activities that require students to engage in tasks that reflect real-world language use. For example, I might assign group projects or presentations that require students to research, analyze, and communicate their findings effectively. This allows them to practice using language for specific purposes, such as explaining, persuading, or summarizing information. In social contexts, I encourage classroom discussions and collaborative learning experiences. This provides students with opportunities to engage in conversations, express their ideas, and negotiate meaning with their peers. By participating in these interactions, students develop their language skills for social purposes, such as expressing opinions, asking questions, and seeking clarification.  2. How do you address the relationship between verbal and written expression in your classroom? In my classroom, I emphasize the relationship between verbal and written expression by integrating activities and assignments that promote the development of both skills. Here are some strategies I use: 1. Modeling: I model effective verbal and written communication for my students. This includes demonstrating how to express ideas clearly and coherently through both oral presentations and written work. By providing examples, students can observe the connection between spoken and written language. 2. Collaborative Discussions: I encourage students to engage in collaborative discussions where they can express their thoughts verbally. This allows them to practice organizing their ideas, articulating their arguments, and responding to others' viewpoints. These discussions serve as a foundation for developing their written expression skills. 3. Think-Pair-Share: I often use the think-pair-share strategy to encourage students to think critically and discuss their ideas with a partner before writing. This process helps students clarify their thoughts and refine their arguments, which can then be transferred to their written work. 4. Writing Process: I guide students through the writing process, which includes prewriting, drafting, revising, editing, and publishing. During the prewriting phase, I encourage students to brainstorm and verbally discuss their ideas before putting them on paper. This verbal expression helps them organize their thoughts and develop a clear structure for their written work.
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