How To Teach When the Teacher Isn't Fluent.

Autor/in	Hinton, Leanne
Institution	Northern Arizona Univ., Flagstaff.
Titel	How To Teach When the Teacher Isn't Fluent.
Quelle	(2003), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Elementary Secondary Education; Heritage Education; Higher Education; Indigenous Populations; Language Proficiency; Language Teachers; Language Usage; Lesson Plans; Mentors; Native Language Instruction; Native Speakers; Second Language Learning; Story Telling + Suchen Sie Ihr Suchwort? Klassenführung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sinti und Roma; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht; Sprachgebrauch; Lesson planning; Unterrichtsplanung; Native language education; Muttersprachlicher Unterricht; Muttersprachler; Zweitsprachenerwerb
Abstract	The majority of indigenous U.S. languages are no longer learned at home, and the last generation of native speakers are aging. There are increasingly strong efforts by communities to keep their languages alive by developing teaching programs in their schools and communities, although finding teachers is problematic. This paper focuses on how teachers who are not fluent in the language can develop effective lessons, explaining that elderly fluent speakers in the community may be too old to teach children but can still act as partners in language teaching by being language mentors to teachers (teacher-learners) who are not fluent. The paper suggests five components of a language lesson, noting that teacher-learners must select the topics for their learning efficiently in order to keep one step ahead of their students. The five components include the following: the lesson proper for a given day, rituals that will occur every day or on a regular basis, review of previous lessons, classroom management language, and classroom patter/chit chat. It is important for all components to occur in the target language. The paper describes how to use storytelling as a lesson proper (e.g., learn the story from the mentor, learn related vocabulary, and incorporate vocabulary and sentences into lessons). (SM)
Anmerkungen	For full text: http://jan.ucc.nau.edu/~jar/NNL/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC