User talk:NonaPolk

(THIS IS A ROUGH OUTLINE/DRAFT)

Questions/concerns/disclaimers about my paper: The questions I have written after each paragraph topic are questions I want to answer in that paragraph, do they seem relevant and do you think they cover the importance of that aspect of methodology/do you have any suggestions? Also, my lesson plan is a rough sketch of what I want the lesson to look like and what I want it to cover, I know that it needs polishing on the language and formatting. Do you feel that my choices for methods are the best choices for each dimension? Any other questions, comments, suggestions??

Intro:

Dimensions of methodology-What is methodology, what are the scales, does it mean for TESL, Quotes I want to use: “These dimensions remain constant, its where people situate themselves and where materials situate themselves which is the variable if you like and that determines the methodology” (Thornbury, 00:28:17-00:28:29) “Methodology, then is the how of teaching … teachers’ choices of activities, tasks, and learning experiences will be influenced by their (implicit or explicit) theories of language and of learning, as well and by their assessment of the requirements, learning styles and abilities of the learners” (Thornbury, 186).

Form (structural): What does it mean for a teacher’s methodology to be formal or structural? How does it show in practice (in reference to the textbook’s 10 questions)? Method used context: Grammar-translation method

Function: What does it mean for a teacher’s methodology to be functional? How does it show in practice (in reference to the textbook’s 10 questions)? Method used context: Community Language learning

Monolingual: What is the teacher’s view towards the L1? How does this affect the affect of the student? Method used for context: Direct method

Bilingual: To what extent is the L1 used? What is the teacher’s view of the L1? How does this affect the affect of the student? Method used for context: Grammar translation and community language learning

Accuracy?: (not sure if I am going to include these two in my paper) Communication?:

Conclusion:

Appendix A: Lesson Plan: Mixed methods: Grammar translation-Community language learning

Ideal classroom setup: Students are first or second grade, class is a mix of English and Spanish native language speakers, with a mix of fluencies in both languages. Bilingual parents have volunteered to help facilitate the lesson (at least 4), class starts in regular seats then transitions to set groups of 5 or 6, groups are formed by students who are learning Spanish or learning English. This is the second or third time we’ve gone through this activity.

Start the lesson with a review of vocab words/terms, some starting in English to be translated to Spanish and some starting in Spanish to be translated to English. After this the students will transition into their preplanned groups, there will be 5 groups of roughly 5-6 students, these groups will be formed by students who are developing in either English or Spanish. Each group will be accompanied by one parent volunteer or the teacher, the parent or teacher will lead the group in the lesson. Each group will also have a picture book to work with, each book will be different but they will not have any words, only pictures. This activity will start with the students looking through the whole book and creating names for each of the characters. Then the students will start to tell the story, the students will popcorn around the group and come up with sentences of their own that describe the story. To do this the students will raise their hand when they’re ready and the parent or teacher will come over and translate what they want to say into the target language. The student and the helper will repeat the sentence until the student feels comfortable with the pronunciation, then the helper will record the student saying the sentence. The next student will build off of the last sentence to further the story along, each time having the helper translate into the target language and practicing the pronunciation, then recording the utterance. When the students have created a full story, with an introduction, a plot, and a conclusion, the helper will play the whole recording of the students’ story. The last part of this lesson will be for the helper to write the story down, sentence by sentence. Then the helper and the students will read through each sentence together and the helper will answer any questions regarding the translation. (Possibly have the students practice writing a few of the sentences)

Work Cited Simpson, James, comp. The Routledge Handbook of Applied Linguistics. London: Routledge, 2011. Print. KoreaTESOL. YouTube. YouTube, 2013. Web. 07 Dec. 2016.

Your submission at Articles for creation: sandbox (December 8)
 Your recent article submission to Articles for Creation has been reviewed! Unfortunately, it has not been accepted at this time. The reason left by Robert McClenon was:

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Robert McClenon (talk) 02:56, 8 December 2016 (UTC)