Keeping the Classroom in the Target Language .


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Keeping the Classroom in the Objective Dialect. Shuhan C. Wang, Ph.D. with Song Ann Dahlberg, Ph.D. STARTALK, Chicago October 2008. Instructional Ramifications: Why keep the classroom in the Target Dialect? By what means would we be able to keep the classroom in the Target Dialect?. Why keep the classroom
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Slide 1

Keeping the Classroom in the Target Language Shuhan C. Wang, Ph.D. with Carol Ann Dahlberg, Ph.D. STARTALK, Chicago October 2008

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Instructional Implications: Why keep the classroom in the Target Language? How might we keep the classroom in the Target Language?

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Why keep the classroom in the Target Language? Understudies require … 1. to be encompassed with intelligible language keeping in mind the end goal to learn the language. 2. openings and motivations to utilize the dialect .

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Why keep the classroom in the Target Language? 3. Target Language guideline is mind good direction. Learning through associations Purposeful Meaningful Real

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Why keep the classroom in the Target Language? 4. Dialect is the way to culture. Dialect is "culture in real life"

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How would we keep the classroom in the Target Language? Utilize the objective dialect reliably. Demonstrate that the objective dialect is imperative to you. Encompass understudies with the new dialect. Monitor and evaluate target dialect utilize. Utilize a support framework.

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How would we keep the classroom in the Target Language? 2. Isolate the local dialect from the objective dialect. Utilize signs or flags to stamp the limit of dialects Teach routine charges (e.g., Listen, Look here)

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What is the part of English in a world dialect classroom? • deliberate • for a reason • cognizant choice

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What part of the class time ought to be spent in the objective dialect? 98 95  100% of the time!

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Shall I Use English? Could I figure out how to convey the new thought in the new dialect? Can I disentangle? Could I advance the unique circumstance? solid materials visuals encounters

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Shall I Use English? Will I substitute an alternate idea? Could I defer this subject until we can deal with it in the objective dialect? Can I ask the classroom instructor to follow up?

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? ¿ ? Is this truly sufficiently vital to give up important time in the new dialect keeping in mind the end goal to communicate in English?

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How would we keep the classroom in the Target Language? 3. Make the dialect intelligible. Screen appreciation. Keep up a physical classroom and school condition to bolster the objective dialect.

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How would we keep the classroom in the Target Language? 4. Instruct utilitarian lumps of dialect. (pre-assembled dialect) Passwords and dialect stepping stools Rhymes, lyrics and serenades Songs Games Gouin arrangement

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How would we keep the classroom in the Target Language? 5. Utilize Strategies for Conversational Management and Routine Commands I don\'t get it. Would your rehash that, please? Did you mean… ? Might you be able to please talk all the more gradually? How would you say _______? What does _______ mean?

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How would we keep the classroom in the Target Language? 6. Utilize accomplice and little gathering exercises. • casual sets • sets or little gatherings • intuitive assignments

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Six Principles for Target Language Use in the Classroom Use the objective dialect reliably. 2. Isolate the local dialect from the target dialect. 3. Make the dialect conceivable. 4. Instruct utilitarian lumps of dialect. 5. Utilize Strategies for Conversational Management and Routine Commands 6. Utilize accomplice and little gathering activities.

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Implications for Teacher Development Useful points or courses: Second dialect securing The structure of the objective dialect Approaches and strategies Standards-and execution based educational modules and material plan Reflective practices

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Communication Cultures Communities Comparisons Connections Context

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