Almost there!

When I looked at the textbook in the beginning of the semester, I thought that I would never finish it. However, chaoter reaction paper allowed me approach this textbook little by little without worries. I just realized that it was almost end of the semester!!

Chapter 16 and 17

In Chapter 16 it was a refresher on which materials will be available in the ESL classroom. I think with all media tools, teachers should remember to allow students to only use them for research purposes. So we may not be held accountable if something goes wrong. Chapter 17 focused on the different bilingual education programs and introductions to the laws surrounding ESL. This information will be useful for the Praxis II and when student teaching in the classroom. I think Guam should for more immersion teaching styles so students may have a more relaxed time learning the target language.

Chapter 19

Chapter 19 introduces foreign language programs with detailed examples. For me, learning foreign language to become fluent is very difficult unless the learner is young enough to 'acquire' or the learner has frequent contact with the speech community of the target language.

Chapter 16 & 17

Chapter 16 talks about the tools that we can use in class to enhance the learning experience of the students. Tools such as textbooks, computer, and videos are very handy in class. On the other hand, chapter 17 talks about the different methods in teaching language through content areas. Some of the methods in the textbooks that are presented in this chapter are very familiar to me such as submersion and immersion programs.

Chapter 12 & 13

I was scrolling down and reading the posts and I just realized that I do not have any post on these two chapters. Anyhow, it talks a lot about using games and activities in teaching literature or any other subject areas and it is definitely a fun and interesting way of promoting literacy.

Chapter 14 & 15

I thought I posted about these chapters... (??)
Anyway, I really like these chapters because it talks about the positive result of having a student-centred classroom. I also like the activities in these chapters. It also talks about the facts that we need to consider in using affective activities as well as when we are integrating teaching methods.

Chapter 16&17

Chapter 16 talks about tools that can be used in classroom. Since we are living in technology-developed times, for teachers to learn about technology application in classroom is necessary. When I took ED271 class, one of impressive information that I learned is that there are many tools for presentations. Some tools make the presentation interesting so that students can enjoy too.
Chapter 17 introduces different bilingual instructions. Although each instruction has its advantages and disadvantages, I think that the most important factor is for teachers appropriate understanding of the instructions, the methods and approaches, and most importantly his or her students.

Chapter 16 & 17

In chapters 16 and 17 the book highlights the tools used for teaching language and content areas being taught in different languages. The information on Chapter 16 was a reminder on which tools should be used such as textbooks, word processors, the internet, etc. However I think internet in the classroom is always a sensitive subject because many children must be monitored when using the computer. As for chapter 17 I think it questions the effectiveness of content areas being taught in other languages. I support content areas to be taught in another language because students will have either another language to learn or further their understanding of an already understood language.

Chapter 14 & 15

On last week's class we were allowed to participate in a cooperative group activity that allowed the class to acknowledge one another positively. I think that by doing this activity it allowed the class to become more motivated to understand the benefits of affective activities. Also we went over the SIOP model which is a bit different from the lesson plans I am used to writing. Although I like it better somewhat because of the detail that is required to make the lesson plan comprehensible to anyone who reads it.

16 & 17:Books and Content Teaching

First, books are more effective when students are able to connect with the lesson through the book's material. The SIOP lesson plan assignment really showed me the importance of building lessons and student comprehension as building blocks. This has me thinking of how far back I have to go to get students to understand and connect to a new lesson. Second, teaching through the content areas is vastly daunting to me, because I immediately think that I have to have an extensive knowledge on the content areas I will be teaching. But one of my instructors recently said that anyone could teach a content area, as long as they have the textbook - which ties in the previous chapter.

Language Experience Approach

LEA allows students to bring their previous knowledge and real events to writing. This approach lowers students' anxiety towards the target language and motivates them since they are "centered." If teachers know how to make this learning more interesting and relaxed, this approach can be very effective.

Effective Literacy Promotion

I think there is a serious question to address in regards to teaching literacy is whether our students are in need of more reading instruction or written instruction. Current speculation predicts that composition is obtaining a higher rank above reading. I would see this as a practical move when reading skills are not immediately producing efficient writing skills. But I still believe that an effective combination of both reading and writing can provide successful results in student learning.