Page 49 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Think-Aloud. In the think-aloud strategy, the teacher models out loud the strategies that good readers use when dealing with complicated texts, or demonstrates orally various strategies that writers use to think about and organize their writing. The think-aloud strategy gives students a chance to “get inside” the thought processes behind the use of reading and writing strategies.
For example, the teacher reads aloud a brief passage to the class and describes in detail his or her own thinking process when an unknown word is encountered, including using information from context clues and background knowledge that could help in comprehending the new word. Or, when teaching writing, the teacher models aloud the strategies used in writing an employment-search cover letter while composing the letter on a chart, overhead transparency, or data-projector display. During this process, the teacher verbalizes for students the step-by-step composition of the letter, while deliber- ately describing the strategies, vocabulary, and content chosen in the process of writing the letter.
Total Physical Response. Total Physical Response is based on recreating the process through which very young children acquire their first language. Young children learning their first language always listen and acquire language before they are ready to speak. Toddlers often develop comprehension through carrying out actual physical actions, and are not pressured to speak before they are ready.
In the Total Physical Response technique, the teacher models a series of actions while repeating commands or instructions for carrying out the actions. The students carry out the actions while the teacher speaks and models the actions. Gradually, the teacher with- draws modelling of the actions, and the students respond physically to the English com- mands or instructions, slowly internalizing the English words and structures. Language learning is thus facilitated through body movement in a fun and relaxed atmosphere.
There are many ways to implement the Total Physical Response strategy for beginning English language learners. Teachers can lead students through a series of actions such as the following:
pointing to or rearranging a series of objects
drawing lines, figures, or pictures
sequencing a series of pictures
carrying out a process such as completing a morning grooming routine, checking e-mail, opening a locker, or heating liquid in a Bunsen burner in chemistry class
Total Physical Response sequences can form the basis for language-experience story writing. Another extension is in storytelling, in which students first listen to a story read and acted out by the teacher, after which groups act out the story on their own as the teacher retells it to the class.
Whole-Class Response. This strategy allows the teacher to involve all students in the class in giving responses to review questions. It supplies information to the teacher about which students are having difficulty while allowing all English language learners to participate in a low-stress, linguistically adapted activity that is fun for everyone.
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN ESL AND ELD
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