©UniversityofReading2009www.reading.ac.ukNationalCentreforLanguageandLiteracySupportingLearnersWeek9-Day5CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearnersLearningobjectivesBytheendofthissessionyouwillhave•developedincreasedawarenessoftheimportanceofsupportinglearners•beenintroducedtorelevantresearchonthisissuebyJeromeBruner•becomeconsciousofstrategiestosupportlearners•identifiedexamplesoforalsupportandsupportincorporatedintocoursebookmaterials•understoodtherationalefordifferenttypesoforalsupport•brieflypractisedincorporatingsupportintoteachingmaterials.2CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearnersLearnersupportWhosupports?Whosupportswho?Whatdowesupport?Howdowesupport?Whendowesupport?3CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearnersRefiningPhysicalEnvironment(safety)Facilities(resources)Equipment(comfort)SpecialneedsMentalKnowledge(background)Understanding(social)Wellbeing(humanity)AcademicLStrategiesTMethods(instructions,grading)Ability/tasks(in-out)Needs-purpose4CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearnersSupportinglearnersTheteachers’roles5CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearnersMoon,J.(2000)ChildrenLearningEnglish.MacmillanHeinemannELT–H/O3p36CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearnersJeromeSeymourBruner(1915-Now)AmericanpsychologistCognitivepsychologyCognitivelearningtheorySeniorresearchfellowNewYorkUniversityofLawBA1937PhDfromHarvardUniversity7CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearnersBruner’smodelofhumandevelopment8CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearners“…Bruner’sbelievesthatinformationorknowledgeismosteffectivelygainedbypersonaldiscovery,andthenclassifiedinactively,iconicallyorsymbolically.…Ifstudentswereallowedtopursueconceptsontheirowntheywouldgainabetterunderstanding.9CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearnersScaffoldingH/O410CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearners11CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearnersScaffolding:aprocessReduceaslearnerbecomesmorecompetentKnowthelanguageneedsConsiderwhattheyknow/don’tGradetheorderaccordinglyUnfoldtheskillslogically12CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearnersPostcards:ConventionsFormatcardformat,divisionforaddress/textstampContentsaywhereyouare(weather,people,place)whatyouaredoingfunny/awfulincidentsmentionplanssignoffLanguageSomereductioninlanguagee.g.Havinggreattime.Vocabulary:placesofinterest,weather,activitiesTenses:pastsimple,simplepresent,presentcontinuous,future-goingto...TypicalphrasesHeyhereIamin.../Havingagreattimeon...Been...ingand...ingetc.TypicalideasSunburn,badaccommodation,food/specialities,prices,locationofplaces,people,shoppingetc.13CSC15–September2009NationalCentreforLanguageandLiteracySupportingLearnersOralsupport-LessontranscriptH/O9•T:Whatkindofanimalisit?•A:It’safox.•T:It’safox…yes,itis.Couldyoudescribeit?Isitbigorisitsmall?Whatdoesitlooklike?•A:…littleandwhite•T:Isitabigorsmallanimal?•A:…littleone•T:Asmallone,rathersmallcomparedwith,forinstance,polarbears.Haveyouseenanarcticfox?•A:No…er…onTVyes•T:Dowe...
