Contextualizing language
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This document discusses the importance of contextualizing language when teaching English. Contextualization involves using real-life situations, authentic materials, students' previous knowledge, and mixing content and context to make the language more meaningful. It helps students understand and learn better when topics are familiar and relatable. The document provides examples of how using real situations, authentic sources, activating prior knowledge, and problem-solving exercises can help students comprehend and apply English in a meaningful way.
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The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
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4. CLT prompted a rethinking of syllabus design and methodology, moving from traditional grammar-focused approaches to a focus on functions, notions, skills, and authentic language use.
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- 1. Contextualizing Language When You Teach English By Rosa Sandoval www.rvsandoval.blogspot.com 1
- 2. Introduction Contextualizing language is a good tool that teachers can use to make learning English easier for the learners. Students can understand better if they talk about familiar topics and real life situations than about hipothetical situations. 2
- 3. What is Contextualization? It is the act or process of putting information into context; making sense of information from the situation or location in which the information was found. 3
- 4. Why Contextualization Is Important? It is important because it uses: REAL LIFE SITUATIONS AUTHENTIC MATERIALS PREVIOUS KNOWLEDGE MIXiING CONTENT AND CONTEXT PROBLEM SOLVING SITUATIONS CONTEXTUALIZATION 4
- 5. Real Life Situations 5 “With real life situations, you get: • Richer Information when using the web, and offline resources, like libraries, television and radio. • The diversity in style, function and formality of the sources provides a wide range of language to work with.” -Howard Vickers-
- 6. Authentic Materials “Using authentic material is significant for many reasons: • Students are exposed to real discourse. • They keep students informed. • Textbooks often do not include popular English. • They can produce a sense of achievement. • Language change is reflected in the materials.” -Alejandro Martínez- 6
- 7. Previous knowledge • “Each person’s prior experience provides the foundation for interpreting new information. • Our prior knowledge enables us to make inferences about the meaning of new words and expressions. • The more of the text we understand, the more new knowledge we can acquire. • It is important to activate students’ prior knowledge because students may not realize what they know about a particular topic or issue.” -Jim Cummins- 7
- 8. Mixing Content and Context • Content is something that is communicated by or to or between people or groups. -Thesaurus Dictionary- • The context is the setting – the sentence and paragraph – in which a word or phrase appears. • A single English word can have many different meanings. Its precise meaning depends on the context. -Good At ESL- 8
- 9. Problem Solving Situations 9 Effective problem solving situations involve: • Listing alternative solutions. • Listing advantages and disadvantages of each alternative. • Comparing the options. • Deciding which is the best solution. • Reporting the decision. • Discussing why it is the best Solution. -British Council-
- 10. Useful Links 10 http://violetacautin.blogspot.c om/2009/07/context-context- of-utterance-can-mean-i.html Classroom Techniques for contextualization: How to make “This is a pen” a pragmatically motivated utterance by Yoshinori Sasaki http://www.cas.sc.edu/ling/fa culty/bezuidenhout/ELL2_ms1 168.pdf Expression meaning vs. utterance/speaker meaning by Anne L. Bezuidenhout http://www.avatarlanguages.c om/blog/surreal-language- quests/ English Activities by Howard Vickers http://www3.telus.net/linguis ticsissues/authenticmaterials.h tml Authentic Materials: An Overview by Alejandro G. Martinez
- 11. Useful Links (Cont.) 11 http://www.ednebula.com/index.php/ea rticles/434-the-three-pillars-of-english- language-learning.html The Three Pillars of English Language Learning by Dr. Jim Cummins http://www.goodatesl.com/vocabulary/ vocabulary-in-content-and-techniques- to-guess-meaning-from-context.html Vocabulary in Context http://www.teachingenglish.org.uk/thin k/articles/six-types-task-tbl Six types of task for TBL by British Council http://esolonline.tki.org.nz/ESOL- Online/Teacher-needs/Teaching-and- learning-sequences/Marine-mammals- Reading-an-information-report- US17363/Learning-task-2-Prediction Marine mammals: Reading an information report (US17363) Learning task 2: Prediction