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    Language Learning Resources: What, Why, and How

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    Yamith J. Fandiño
    The document discusses using learners as a key resource in instruction. It advocates for a learner-centered environment where learners have leading roles during class such as interpreting and expressing personal perspectives. This approach increases learning resources by validating diverse interpretations and providing challenges for further analysis. Learners bring the outside world into the classroom through their thoughts and experiences. Cooperative learning, collaborative tasks, debates and discussions are suggested methods for this approach.

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    Language Learning Resources: What, Why, and How

    Uploaded by

    Yamith J. Fandiño
    302 views50 pages
    The document discusses using learners as a key resource in instruction. It advocates for a learner-centered environment where learners have leading roles during class such as interpreting and expressing personal perspectives. This approach increases learning resources by validating diverse interpretations and providing challenges for further analysis. Learners bring the outside world into the classroom through their thoughts and experiences. Cooperative learning, collaborative tasks, debates and discussions are suggested methods for this approach.

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    Short presentations about the what, why, and how of language learning resources.

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    LANGUAGE LEARNING RESOURCES: WHAT, WHY, AND HOW

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    The document discusses using learners as a key resource in instruction. It advocates for a learner-centered environment where learners have leading roles during class such as interpreting and expressing personal perspectives. This approach increases learning resources by validating diverse interpretations and providing challenges for further analysis. Learners bring the outside world into the classroom through their thoughts and experiences. Cooperative learning, collaborative tasks, debates and discussions are suggested methods for this approach.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    302 views50 pages

    Language Learning Resources: What, Why, and How

    Uploaded by

    Yamith J. Fandiño
    The document discusses using learners as a key resource in instruction. It advocates for a learner-centered environment where learners have leading roles during class such as interpreting and expressing personal perspectives. This approach increases learning resources by validating diverse interpretations and providing challenges for further analysis. Learners bring the outside world into the classroom through their thoughts and experiences. Cooperative learning, collaborative tasks, debates and discussions are suggested methods for this approach.

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    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 50

    The learner as a resource

    Diego Cardona Lina Sanchez

    Richness, dynamic, and intelligence from learners can be the most important resource in our instruction

    Learner centred environment


    Leaners have to be the principal actors and have leading roles during the class

    WHAT?
    Interpretation and the expression of personal perspectives Diversity Output Interaction

    HOW?
    Cooperative learning Collaborative tasks Debates Discussions

    WHY?
    Such an approach increases the scope of resources for learning, validates diversity of interpretation and provides challenges for further learning and analysis Through their thoughts and experiences, students bring the outside world into the classroom.

    REFERENCE
    Gower, R., Walters, S., & Phillips, D. (2005). Teaching Practice: A Handbook for Teachers in Training. Oxford: Macmillan education. Harmer, J. (2007). The practice of language learning teaching (4th edition). USA: PearsonLongman.

    Trujillo, F., & Salvadores, C. (2004). Materials and resources for ELT. In D. Madrid & N. McLaren(Eds) TEFL in Primary Education (pp. 310-339). Granada: Editorial Universidad de Granada.

    THE BOARD
    TRUJILLO AND SALVADORES GOWER PHILLIPS AND WALTERS HARMER BY MAURICIO MANRIQUE IVONNE LONDOO

    Why?

    What?

    How?

    Gower, Philips and Walters

    HOW?

    HOW?

    HOW?

    Why?

    What?

    How?

    Trujillo and Salvadores, 2004

    HOW?

    Why?

    What?

    How?

    Harmer, 2004

    HOW?

    Paula Andrea Pelez Santiago Argoti Portilla

    A light is shone through a transparency, projecting onto an ordinary film screen.

    Roger Gower; Diane Phillips, Steve Walters


    What
    Device used for ELT

    Why. Advantages Write on it. Prepare in advance Save time Mask info Disadvantages Heavy Special conditions for use Expenses

    How Practice before using Correct pens Electricity connections

    Fernando Trujillo, Julio Torrecillas, Carlos Salvadore.


    What Specially designed for teaching Teaching EFL Simple and effective Why Advantages Can re-use tranparencies Save time Mask info OHTs (easy to handle)

    Disadvantages Heavy
    Skills are needed No large pieces of texts

    How The teachers faces audience

    Jeremy Harmer
    what Electric device Why Advantages Mask information Allows interaction (teacher-students) Problem-free versatile
    Disadvantages Bulky Too much info is obstacle How To work in groupsindividually To complete info To Answer questions

    VISUAL AIDS
    Oscar David Gmez Olga Nancy Orozco

    GOWER, PHILLIPS AND WALTERS


    WHAT Real objects (sometimes called realia) and pictures or photographs. WHY Illustrate meaning more directly. Attract the students attention Variety and interest to a lesson.
    HOW Cuisenaire rods to teach colors, prepositions, show word stress, superlatives, etc.

    TRUJILLO & SALVADORES, 2004


    WHAT Realia and ready-made materials. WHY Help students connect language to reality. HOW Follow instructions, guess the object, classify objects, odd one out or find someone who

    HARMER
    WHAT A range of objects, pictures, cards and other things for presenting and manipulating language WHY Teach the meaning of words. Stimulate students activities

    HOW Evocative Objects

    PICTURES AND WORDS


    http://www.youtube.com/watch?v=La5T

    aIboMgI

    Worksheets and workcards.

    What (Gower, phillips and walters,2004)


    Developed by teachers

    according to learners needs:

    Why (TRUJILLO,TORRECILLAS AND SALVADORES, 2004)


    For facilitating

    learning process For using different types of activities. For enhancing communication in class. To save time. To adapt materials according to students needs

    How (HARMER,2004)
    In games
    In activities that

    require movement. Matching and ordering activities.

    Thanks
    JOHANNA MUOZ DORALI MUOZ

    Sandra Liliana Ramos Rosario Rivera Quintero

    WHAT

    WHY

    HOW

    Teachers

    Students

    WHAT
    The audio player is one of the most common pieces of equipment.

    WHY

    HOW

    WHAT
    Students get exposure to spoken language.

    WHY

    HOW

    AUTHORS GOWER AND OTHERS

    WHAT They are uncommon resources but they are popular with students. They offer variety in the focus of a lesson

    WHY BECAUSE: - Close to real life - Can see and hear - Easy to understand - Attractive - Interesting -

    HOW Getting familiar with this resource. Producing their own videos

    TRUJILLO &SALVADORES

    They belong to AVT Different from ICT resources that incorporate image and sound

    they provide language within a natural context. - Motivation - Interaction Enhancement cultural background - exchanges - reusable materials - classroom time saving - learner-centered

    to make their own video performances, creating their own stories, video-clips, dialogues by using the video camera. - Selecting the appropriate video recordings, according to the age, level interests - The length - Short and clear instructions

    HARMER

    Through Power Point presentations, including audio and motion.

    HARMER

    what To present visual materialsuch as movie maker, Mixing audio , text, video and still pictures

    why It allows mixing different ways of displaying. Motivational because it is attractive

    how Interactive white board. Students stop being simple users to become interactors with one oanother and with the information

    GOWER, PHILLIPS & WALTERS

    what Author programs games and simulations. word processors for writing activities

    why Feedback built in programms. .individual work in selaccess. sharing computers in cooperative work

    how Working with hardware, software and networking. Managing students difficulties

    TRUJILLO & SALVADORE

    what To access, retrive, store, organize, manipulate, and present information by electronic means

    why Convergence. Crossing devices in just one

    how Creating different dimensions inside the classroom

    Thank you

    THE PHOTOCOPIER GOWER , PHILLIPS AND WALTERS

    MILADIS C. BENITEZ ADRIANA CARDONA

    WHAT

    IT IS A PIECE OF EQUIPMENT THAT TEACHERS


    MANY TIMES DEPEND ON

    WHY

    EASY ACCESS TO AN INDIVIDUAL WORK, IT PROMOTES AUTONOMOUS

    LEARNING

    STUDENTS CAN STORE INFORMATION FOR THEMSELVES BOTH, TEACHERS AND STUDENTS CAN SAVE MONEY BY GETTING

    PHOTOCOPIES INSTEAD OF BUYING EXPENSIVE BOOKS.


    YOU CAN COVER LOTS OF INFORMATION FOR LARGE CLASSES IT CAN BE MODIFIED OR CHANGED ACCORDING TO THE STUDENTS PARTICULAR NEEDS

    PHOTOCOPIES ARE MOTIVATING AND INTERESTING FOR STUDENTS

    HOW

    TEACHERS CREATE AND REPRODUCE THEIR OWN SOURCES OR USE THOSE SHARED BY OTHER TEACHERS. SO EVERY STUDENT HAS ACCESS TO THE WORK. WE CAN USE PHOTOCOPIES TO: PLAY BOARD GAMES FILLING THE GAPS ACTIVITIES CUT AND PASTE READING ACTIVITIES JIG-SAW PUZZLE ACTIVITIES IT ALSO ALLOW STUDENTS TO WORK IN A COLLABORATIVE WAY.

    IT SHOULD HAVE HIGH QUALITY, CLEAR INSTRUCTIONS AND ATTRACTIVE


    IMAGES.

    PHOTOCOPIES SHOULD NOT BE A FILL IN LAST MINUTE RESOURCE. IT


    MUST CORRESPOND TO A WELL STRUCTURED PLAN

    DISADVANTAGES

    GOWER , PHILLIPS AND WALTERS


    WHEN A TEACHER BECOMES DEPENDENT ON A PHOTOCOPIER, HIS/HER CREATIVITY IS LIMITED TO AN ESTABLISHED PATTERN. GROUP WORK AND WRITING PRACTICE CAN BE AFFECTED.

    THANKS

    Language Learning Resources


    Authentic Materials
    Karle Ospina Jonathan Vela

    sbado 2 de noviembre de 13

    Authentic Materials
    Roger Gower
    WHAT Anything a native English speaker would hear or read HOW Selecting materials according to the Ss needs and interests WHY They are more interesting and motivating
    Examples of real language They are contextualized

    Trujillo&Salvadores
    WHAT new technologies may change teachers role HOW Off/On line technologies Educational packages (HOT POTATOES) WHY Introducing new technologies bring the real world into the classroom.
    computers are present everywhere and ss use them to

    Jeremy Harmer
    WHAT Stimulus for a creative activity that is related to the learners environment HOW Through pictures, objects,cards and other elements the teacher can make use of WHY

    learning is more enjoyable and interesting


    entertainment communication school related activities

    sbado 2 de noviembre de 13

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