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5TOOLS FOR ACTIVATING ACADEMIC VOCABULARY ACQUISITION IN THE _ENGLISH LANGUAGE CLASSROOM
Rozhkova Marina
Senior Lecturer of Novosibirsk State Technical University МЕХАНИЗМЫ ВВЕДЕНИЯ В ДЕЙСТВИЕ АКАДЕМИЧЕСКОГО СЛОВАРНОГО СОСТАВА ЯЗЫКА В АУДИТОРИИ Рожкова Марина Викторовна, старший преподаватель кафедры иностранных языков, Новосибирский государственный технический университет, г. Новосибирск
АННОТАЦИЯ
В статье проводится грань между социально-бытовым и академическим английским языком для студентов. Изучение языка может быть интересным и интерактивным, если использовать различные механизмы, необходимые для пополнения и овладения словарным составом языка. Эти механизмы помогают сделать материал урока целенаправленным больше на студентов, заставляя их брать на себя ответственность за изучение языка.
ABSTRACT
The article states the difference between social and academic English for English Learning Learners (ELLs). Language learning can be made interactive and interesting
through appropriate activating tools whereby a vocabulary acquisition develops profitability. Activation tools make materials more learner-focused, encouraging students to take more responsibility for their own learning.
Ключевые слова.социально-бытовой; академический; словарный состав; механизмы; изучение; английский язык.
Key words: social; academic; vocabulary; acquisition; activating; tools; learning; language.
As a teacher of Higher Technical School I have always been interested in teaching vocabulary as one of the most important aspects in learning English. In actual practice I deal lots with social and academic vocabulary and it begs the question:" What can teacher do to help students develop both social and academic English?" But first it would be a good thing to draw line between the two notions.
How do students acquire social language? They don't always acquire social language naturally in informal contexts. They may need to be taught how to communicate appropriately in social situations. English language learners (ELLs) may need to be specifically taught interpersonal skills such as how to greet people, give and receive compliments, apologize and make polite requests.
J. Cummins calls social language Basic Interpersonal Communication Skills (BICS). BICS are language skills needed in social situations. It is day-to-day language needed to interact socially with other people. Cummins's research shows that it takes one to three years for English language learners ( ELLs) to reach the social language. Social interactions are usually context embedded. They occur in a meaningful social context. They are not very demanding cognitively [1].
Academic language is different from everyday social language. It is the vocabulary students must learn to succeed in the classroom. In order for students to succeed in school they must develop Cognitive Academic Language Proficiency (CALP). As to academic language acquisition, it isn't just the understanding of content area vocabulary. It includes skills such as comparing, classifying, synthesizing, evaluating and inferring. Academic language tasks are context reduced. Information is read from a textbook or presented by the teacher. As a student gets older the context of academic tasks becomes more and more reduced.The language also becomes more cognitively demanding. New ideas, concepts and language are presented to the students at the same time.J. Cummins states that there is a common underlying proficiency between two languages.
Skills, ideas and concepts learnt in their first language will be transferred to the second language [2].
By recognizing these two types of proficiencies, you can help expedite your ELLs' academic English. The social English is needed to communicate and the academic English to succeed in academics at school. It is necessary to note that students will learn at different rates, depending on a variety of variables, including the students' existing English proficiency, primary language literacy level, and the quality of the instruction they receive. Since the ELLs in your classroom probably have different levels of language proficiency, your challenges will be unique with each student. An important first step is identifying your students' level of English language development. Most ELLs are at the beginning or intermediate levels of English proficiency.
Why is it important to develop academic English for ELLs?
Learning academic English is probably one of the surest, most reliable ways of attaining socioeconomic success today. Learners cannot function in school settings effectively without it. "Academic English is a variety or register of English used in professional books and characterized by the specific linguistic features associated with academic disciplines"^]. This variety of English entails the multiple, complex features of English required for success in public schooling and career advancement. It involves mastery of a writing system and its particular academic conventions as well as proficiency in reading, speaking, and listening.
Unfortunately, academic English has often been ignored or under-emphasized in public school instruction. Many have not understood its importance in helping students function in school settings or have misunderstood its complex nature.[4]
Teachers can enhance academic language and vocabulary skills using different approaches thus providing enrichment experiences for the students.
Activation techniques are tools to make tasks and
materials more interactive and more learner-focused, encouraging students to take more responsibility for their own learning. Multimedia technology provides students with the necessary contextual cues to understand new concepts. Visual information can provide the necessary bridge or scaffold between everyday language and more difficult academic language. [5]
Interactive whiteboard is an excellent tool for presenting multimedia lessons and encouraging student participation.
Document cameras can project images directly onto a whiteboard, allowing teachers to write notes on the projected image. They can be used to project pictures, pages from textbooks, student work and even three dimensional objects. The major advantage of a document camera is an ease with which almost anything can be quickly displayed for a large group.
There are many software programs that make video production easy and fun, such as Animoto, Microsoft Movie Maker, and Apple iMovie.
Photo Story 3.1 can be used in a variety of ways to assist English language learners. This program allows users to customize motion, include voice narration and add music. Photo story can be used to summarize a particularly difficult concept or lesson.
Forms of social networking such as discussion boards can be beneficial for English language learners since they "encourage students to collaborate with others and participate in experiential learning experiencies" [6].
Discussion boards can create a platform for students to be actively engaged in academic and social English while outside of the classroom environment.
English language learners in particular benefit from the reinforcement of vocabulary and concepts through pictures, graphics and video. They also benefit from being able to use technology to express themselves. Technology helps English language learners find a voice, easing the transition to a new language.
The program Gateways integrates vocabulary through the multiple layers of hearing, seeing, using, discussing, and writing vocabulary throughout the day. Language -rich opportunities enable students to actively use and maintain newly acquired vocabulary. Engaging read-alouds, discussion topics, vocabulary games, writing activities, and graphic organizers are daily tools used to increase word mastery.
Some vocabulary practical teaching tools can help your students with their vocabulary acquisition and selfstudy. . make your own word box
. use one card per word, with the English on one side and a translation on the other
. test yourself with the cards, sort them into categories, play games with them
. find a good basic vocabulary word list, of about 1-2000
words which are sorted according to subject area
. revise 8 words per day regularly. In your mind, try to look the particular word on to the image of an object ( e.g.'influenza'- think of a person running nose )
. to practice, randomly pick a number of words and make up a simple, but probably crazy story using the words. . read aloud to yourself from printed text . increase your exposure to words . television, BBC Radio, books, magazines, newspapers, films on video, pop songs, correspondence with English native speakers
Games seem to engage students at a high level and have a powerful effect on students' recall of the terms. Games not only add a bit of fan to the teaching and learning process, but also provide an opportunity to review the terms in a nonthreatening way. After the class has played a vocabulary game, the teacher should invite students to identify difficult terms and go over the crucial aspects of those terms in a whole class discussion. This tool teachers can use in classrooms at any grade level and in any subject area. [7]
Activating tools focus on the students in the classroom, on keeping them involved, on having them doing and producing rather than passively receiving information. An experienced language teacher can use selected vocabulary activities or integrated ones. It depends on ability and level of understanding and interests of the learners. A student's academic vocabulary bank can be expanded and enriched on a gradual basis and one should always be interested in finding, learning and understanding new words.
References
1 .[2] Cummins, J.(1991) Language Development and Academic Learning. Cummins, J. Malave, L.and Duquette, G. Language, Culture and Cognition Clevendon: Multilingual Matters.
2. [5] Cruz, M. (2004) From the secondary section. Can English language learners acquire academic English? The English Journal, 93 (4), 14-17
3. [6] Lacina, J. (Winter 2004). Promoting language acquisitions: Technology and English language learners. 81(2), 113-115
4. [7] Marzano, R.J. (2004) Building background knowledge for academic achievement: Research on what works in schools. Alexandria,VA:ASCD
5. [3] Scarcella, R. Accelerating Academic English, 2003, p.19
6. [4] Scarcella, R. (2003) Academic English: A Conceptual Framework. The U niversity of California, Linguistic Minority Research Institute. Technical Report 2003-1
7. [1] http://www.everythingesl.net./inservices/bics_ calp.php.
