Penerapan Kompetensi Sosial dan Emosional (KSE) dalam Pembelajaran

Teaching Learning Theories 0

Penerapan Kompetensi Sosial dan Emosional (KSE) dalam Pembelajaran

Ahmad Fawzan Rohman Selasa, Maret 05, 2024

Penerapan Kompetensi Sosial dan Emosional (KSE) dalam pembelajaran merupakan pendekatan yang sangat berharga.

KSE membantu mengembangkan keterampilan sosial dan emosional pada siswa, mempersiapkan mereka untuk menghadapi tantangan kehidupan sehari-hari. Berikut beberapa hal yang perlu dipahami tentang penerapan KSE dalam pembelajaran di Sekolah Dasar (SD):

Pengertian KSE

Kompetensi Sosial dan Emosional (KSE) adalah keterampilan yang melibatkan kesadaran diri, pengelolaan emosi, kemampuan berhubungan dengan orang lain, dan pengambilan keputusan yang bertanggung jawab.

KSE membantu siswa mengenali dan mengelola perasaan, membangun hubungan yang sehat, serta mengambil keputusan yang baik.

Kerangka KSE

• Kesadaran Diri: Memahami perasaan, emosi, dan nilai-nilai diri sendiri.
• Manajemen Diri: Mengelola emosi, pikiran, dan perilaku secara efektif.
• Kesadaran Sosial: Memahami sudut pandang orang lain dan berempati.
• Keterampilan Berelasi: Membangun hubungan yang positif dan suportif.
• Pengambilan Keputusan yang Bertanggung Jawab: Memilih tindakan berdasarkan etika dan kesejahteraan psikologis.

Implementasi KSE di Kelas

• Protokol Awal Masuk Kelas: Terapkan protokol, budaya, atau tata tertib yang terintegrasi sejak awal masuk kelas. Contohnya, dengan mengajarkan murid untuk menyapa, berpartisipasi, bernyanyi, dan berusaha.
• Kolaborasi dengan Siswa: Guru harus berkolaborasi dengan siswa dan memposisikan diri sebagai teman, pemantau, atau manajer.
• Integrasi KSE dalam Pembelajaran: KSE harus terintegrasi dalam praktik mengajar dan interaksi dengan murid.
• Perubahan Kebijakan Sekolah: Sekolah perlu mengubah kebijakan dan ekspektasi terhadap murid.

Tujuan KSE

• Menciptakan lingkungan belajar yang menyenangkan.
• Memenuhi lima kebutuhan hidup manusia: bertahan hidup, kasih sayang, kebebasan, kesenangan, dan penguasaan.

Apa saja manfaat KSE?

Manfaat Kompetensi Sosial dan Emosional (KSE) sangat beragam dan memainkan peran penting dalam perkembangan siswa. Berikut beberapa manfaat KSE:

Peningkatan Hubungan Sosial:

• KSE membantu siswa memahami perasaan orang lain, berempati, dan berinteraksi dengan baik. 
• Mereka dapat membangun hubungan yang sehat dengan teman sekelas, guru, dan orang tua.

Kemampuan Mengelola Emosi:

• KSE membantu siswa mengenali dan mengelola emosi mereka sendiri.
• Mereka belajar cara mengatasi stres, kecemasan, dan marah.
• Keterampilan Berkomunikasi yang Efektif:
• KSE membantu siswa mengembangkan keterampilan berbicara, mendengarkan, dan mengekspresikan diri.
• Mereka dapat berkomunikasi dengan jelas dan memahami pesan orang lain.

Peningkatan Kinerja Akademis:

• Siswa yang memiliki KSE yang baik cenderung lebih fokus, bersemangat, dan memiliki motivasi belajar yang tinggi.
• Mereka dapat mengatasi hambatan belajar dengan lebih baik.

Kemampuan Mengatasi Konflik:

• KSE membantu siswa menyelesaikan konflik dengan cara yang konstruktif.
• Mereka belajar menghargai perbedaan pendapat dan mencari solusi bersama.

Penguatan Kemandirian:

• KSE membantu siswa mengambil keputusan yang bertanggung jawab.
• Mereka belajar menghormati diri sendiri dan orang lain.

Persiapan untuk Kehidupan Dewasa:

• KSE membekali siswa dengan keterampilan yang relevan untuk menghadapi tantangan kehidupan sehari-hari.
• Mereka lebih siap menghadapi situasi sosial dan emosional di masa depan.

Bagaimana cara mengukur kemampuan KSE siswa?

Kompetensi Sosial dan Emosional (KSE) merupakan aspek penting dalam perkembangan siswa. Bagaimana kita mengukur kemampuan KSE mereka? Berikut beberapa cara efektif:

Tes Tertulis:

Tes tertulis dapat mencakup pertanyaan tentang kesadaran diri, manajemen emosi, keterampilan berkomunikasi, dan pengambilan keputusan. Contoh: Siswa diminta menjawab pertanyaan terkait situasi sosial dan emosional.

Diskusi Kelompok:

Diskusi kelompok memungkinkan siswa berbicara tentang pengalaman pribadi, emosi, dan hubungan dengan orang lain. Guru dapat mengamati bagaimana siswa berinteraksi dan berempati.

Proyek Kelompok:

Siswa dapat bekerja sama dalam proyek yang melibatkan situasi sosial dan emosional. Contoh: Membuat presentasi tentang mengelola konflik atau memahami perbedaan.

Kuis Interaktif:

Kuis interaktif dapat diselenggarakan secara daring atau langsung di kelas. Pertanyaan dapat mencakup skenario sehari-hari yang menguji kemampuan KSE.

Observasi Langsung:

Guru mengamati perilaku siswa dalam situasi nyata. Contoh: Bagaimana siswa berinteraksi dengan teman sekelas atau mengatasi masalah.

Angket Self-Efficacy:

Angket self-efficacy mengukur keyakinan siswa terhadap kemampuan mereka dalam mengelola emosi dan hubungan sosial. Pertanyaan dapat berkaitan dengan situasi konkret yang relevan.

Apakah ada tantangan dalam penerapan KSE di SD?

Tentu, ada beberapa tantangan yang dihadapi dalam penerapan Kompetensi Sosial dan Emosional (KSE) di Sekolah Dasar (SD). Berikut beberapa di antaranya:

Kurikulum yang Padat:

Kurikulum SD sering kali padat dengan materi akademis seperti matematika, bahasa, dan sains. Guru perlu menemukan cara mengintegrasikan KSE tanpa mengorbankan materi pelajaran inti.

Keterbatasan Waktu:

Waktu pembelajaran terbatas, dan guru harus membagi waktu dengan bijaksana antara pembelajaran akademis dan pengembangan KSE. Terkadang KSE hanya mendapatkan perhatian terbatas dalam jadwal harian.

Kesiapan Guru:

Tidak semua guru memiliki pelatihan khusus dalam mengajar KSE. Guru perlu memahami konsep KSE dan memiliki keterampilan untuk mengajarkannya dengan efektif.

Evaluasi KSE:

Mengukur kemajuan KSE lebih sulit daripada mengukur pengetahuan akademis. Tidak ada ujian standar yang dapat mengukur secara akurat keterampilan sosial dan emosional siswa.

Keterlibatan Orang Tua:

Orang tua memainkan peran penting dalam mengembangkan KSE anak-anak. Tantangannya adalah bagaimana melibatkan orang tua dalam mendukung pengembangan KSE di rumah.

Perbedaan Individu:

Setiap siswa memiliki kebutuhan dan tingkat perkembangan yang berbeda. Guru harus memahami perbedaan ini dan mengadaptasi pendekatan KSE sesuai dengan kebutuhan masing-masing siswa.

Meskipun ada tantangan, penerapan KSE di SD sangat berharga untuk membantu siswa tumbuh secara sosial dan emosional.

Cooperative language learning

Teaching Learning Theories 0

Cooperative language learning

Ahmad Fawzan Rohman Jumat, Juni 11, 2021

Cooperative language learning Concept

 

Cooperative language learning is focused on the idea that teaching should make maximum use of cooperative activities and interactions. Fighting against older ideas that teaching should be teacher-fronted and that strong and weak students should be educated separately, cooperative language learning maintains that in cooperative group work students are likely to scaffold each other and therefore raise the language level of the class.

An interactive approach refers to language learning that is authentic and genuine and takes place between two or more people, and cooperative learning is the most frequent application of this approach. The goal of an interactive approach such as cooperative learning is to create meaningful learning experiences that will help students develop genuine fluency in another language. Cooperative learning consists of groups of students working together in a cooperative, as opposed to competitive, manner to complete a task, an activity, or a project. While working together, the students have meaningful interaction with one another in the target language. Both cooperative and collaborative learning refer to students working together in a group toward a goal, but collaborative groupings may also refer to teachers and students, parents and students, students and the community, or the school and the family collaborating.

Cooperative language learning is based on the idea that second language learning can be best done in heterogeneous groups, when all students work collaboratively and cooperatively for one common goal. It replaces the idea that students have to work competitively against one another. On the contrary, it rather supports the idea Vygotski claimed in his Sociocultural (S-C) Theory, which states that “Interaction not only facilitates language learning but is a causative force in acquisition.” (Saville-Troike 2006: 111).[1] Vygostki was of the opinion that social interaction is seen as the only way of learning a language sufficiently and therefore he came up with his idea of the zone of proximal development (ZPD), “an area of potential development, where the learner can achieve that potential only with assistance” (Saville-Troike 2006: 112). Taking Vygotski's idea where language learning is done with social interaction, cooperative language learning focuses on language learning in natural settings through the use of interaction in pairs or/and group work. This means that interaction within one heterogeneous group can lead to a maximum of language learning, if the students work collaboratively. To do so, they have to use the L2 and share the idea of achieving a common goal, which is not on the first side the learning the language, but solving the exercises. This means that the actual language learning process can be seen as a side effect of the task, because students have to use the foreign language just as a means of communication. That also lowers the anxiety of talking in a foreign language and therefore it encourages students to make use of it, but being less afraid of making mistakes.

Richards and Rodgers (2001: 193f.) premise 5 principles that underlie the interactive and cooperative nature of language and language learning:

 

"Humans are born to talk and communication is generally considered to be the primary purpose of language."

"... most talk/speech is organized as conversation."

"... conversation operates according to a certain agreedupon set of cooperative rules or 'maxims'."

"... one learns how these cooperative maxims are realized in one's native language through casual, everyday conversational interaction."

"... one learns how the maxims are realized in a second language through participation in cooperatively structured interactional activities."

Cooperative language learning puts these principles of language and language learning in the driver's seat.

 

Strategy of Cooperative Language Learning

English Skill Level: All

Grade Level: All

Also Called: Collaborative Language Learning, Interactive Language Learning

• To implement cooperative learning, the teacher must decide whether cooperative activities will help meet the goals of the class. The teacher must also decide which type of cooperative activity to use. Cooperative activities might include peer tutoring, jigsaw activities in which different members of the group have different information that they must put together to find the results, group projects in which students work together to accomplish a task, and group projects in which students work independently but come together to complete the task. Then the teacher decides on one of many cooperative techniques to use, such as games, role-play, drama, projects, interviews, information gap activities, or opinion exchange.

• The teacher decides how to put the groups together. Teachers might do this by counting off; by placing students in mixed-proficiency, similar-proficiency, or different or same language groups; or by allowing the students to choose their own partners. In general, the teacher should decide this ahead of time.

• Once the teacher has decided on the cooperative activity, he or she explains to the group members what they will do. Sometimes each person in a group will be assigned a role such as recorder, leader, or negotiator. At times, it may also be necessary to model the technique and to explain why they will be working in groups. Then divide the class into groups.

• Students begin, and the teacher checks with the groups to make sure that they understand what they are supposed to be doing. The teacher monitors the groups by walking around to make sure they stay on task if this is an in-class activity. He or she is also available to answer any questions or problems that may arise.

• When the group is finished with its activity, which may take several minutes to several weeks depending on the activity, there should, in most cases, be a final product or discussion. Generally the final product, or parts of it, should be shared with the whole class. This might take the form of a formal presentation, a discussion, or a chance for everyone to ask questions.

 

Applications and Examples of Cooperative Language Learning

Group Activity in an EAP Bridge Course

• Students are organized into mixed-language groups. They ask each other preview questions that prepare them to begin a group study of an academic area such as psychology, sociology, marketing, language learning, or agriculture. For example, if the topic were language learning, students might be asked to discuss the following:

   

What languages do you know?

How did you learn those languages?

Did you study them in school or learn them in some other way?

What way do you think is best to learn a language?

How old were you when you learned those languages?

Do you think age makes a difference?

What are some other variables that affect language learning?

As a group, describe your conclusions about the best ways to learn another language.

• After students are finished discussing the preview questions, the teacher asks each group to share its conclusions with the other groups.

• Students are given an article to read about language learning. They are told to mark any areas of the article they find confusing.

• After reading the article, students meet in groups to discuss both the content and the mechanics of the article. First, students compare the areas of the article that they found confusing or difficult and ask for help from other group members. The teacher then asks the groups members what they found difficult or confusing about the article and clarifies any information that may begiving them difficulties.

• Students are given a set of questions or exercises to do as follow-up to the article. Students can either do the exercises independently and then compare answers, or they can work on the exercises together. The teacher can put answers to exercises on the board or an overhead, or the students and teacher can discuss follow-up questions.

• Students are assigned to do a group speech on language learning. Students must research their speech by finding one journal article, doing an interview, and finding information on the Internet. Students are given in-class time to work on organizing their speeches.

• Students give their group speeches. Each person in the group must give part of the speech, but it is up to the group to decide how the speech will be organized and who will be responsible for each part.

• Other class members are also asked to make written comments on the group speeches. After all speeches have been given, groups write up their comments regarding the other speeches and turn this in to the teacher.

• At the end of group work, students are asked to assess their groups as well as their contribution to the group.

• The teacher gives a group grade for both the speeches and the group participation as well as individual grades based on each student's work and participation in the group.

Tall Tales : Submitted by Megan Larsen, Luther College education student

• This lesson is based on the book American Tall Tales by M. P. Osborne (Alfred A. Knopf, 1991). Groups of students perform different tall tales for the class. The teacher enters the classroom dressed as a character from a tale from American Tall Tales and tells that tall tale to the class.

• The students are placed in groups of four or five. They can choose their groups by picking a numbered card; all students with the same number combine to form a group.

• Each group chooses a tall tale and reports to the teacher which they have chosen. The teacher provides a copy of that particular story to the group. The groups read their stories aloud among themselves. Each group member will take a turn reading.

• The members of the group make a list of the various characters in their tale. They then decide who will play each role and place that person's name next to the character's. The characters do not necessarily have to be people; a group member could play a tornado or Babe the Blue Ox. This list should be turned in to the teacher.

• The groups rehearse acting out their tale. Students use their own words to act out the tale, although they can use language similar to that in the book. The teacher walks around the classroom helping groups and checking their progress.

• After students have had a chance to rehearse, each group performs its tale for the class.

• After each group has performed its tale, students write a journal entry on the various tall tales that were performed, as well as the specific tall tale their group performed. Students write about how they felt about working with their group to complete the final presentation and about what his or her personal role in the group. It can also include information that they have learned about tall tales so far.

 

Strengths of Cooperative Language Learning

 

• When students are interacting in groups, they are required to use authentic and fairly fluent communications skills, which prepare them for the actual communication skills they will need in real life.

 

Weaknesses of Cooperative Language Learning

 

• For group work to be successful, it must be carefully planned. A weakness in this method is that some teachers may just put students in groups without planning and find that the groups are not particularly successful. Some students may resist cooperative work if they do not understand the purpose.

English for Academic Purposes

Teaching Learning Theories 0

English for Academic Purposes

Ahmad Fawzan Rohman Jumat, September 14, 2012

English for academic purposes (EAP) has been developed to teach precollege or college-level students the necessary skills and vocabulary needed to be successful at the college and university level. Such an approach is often used in intensive programs associated with colleges and universities. Traditional curriculum in this approach has often been built around the discrete language skills of reading, writing, listening, speaking, and sometimes grammar and vocabulary. More recently other programs have become more integrated or built around academic content areas. Academic skills may include teaching students to give speeches, write research papers, work in groups, read academic texts, for example. Students learn not only the English to go with these tasks, but also the discourse and rhetorical patterns specific to the target academic culture. Although vocabulary and language structure may focus on specific fields, focus is often on vocabulary and structure that is common to all academic fields as well.

Strategy of English for Academic Purposes

English Skill Level: Advanced Beginning to Advanced
Grade Level: Upper Elementary to Adult

Although there is no one specific way to approach English for Academic Purposes, most programs try to focus their curriculum around the skills and content that students will use in their college or university classes.

• Teachers conduct a needs analysis of the academic skills, content, discourse, and vocabulary which students will need to be successful in an academic setting.
• Teachers consider the following questions:

Will the program be built around content or discrete skills?
Are the students undergraduates, graduates, or a mix?
Are the students in one field only or several different ones?
Will students be only in EAP classes, or will they also be taking regular academic classes?
How will the teacher decide when students' English and academic skills are good enough to meet the demands of the college or university?

• From the information obtained from the needs analysis as well as answers to these questions, the teacher designs a curriculum that provides the students with what they will need to know in an academic setting. The content of the curriculum might include topics such as science, psychology, and business. Skill areas might include giving speeches, reading textbooks, writing papers, working in groups, listening to lectures, and taking notes.
• Teachers develop assessment instruments that will give them and other concerned parties the information needed to feel confident that students will be successful when they enter their field of study.

Applications and Examples of English for Academic Purposes

An Intermediate Speaking and Listening Class in a Discrete-Skills Program 

The focus of the class is the topic of space exploration. Students are given a short exercise that lists famous events in space exploration such as when the telescope was invented, when Pluto was discovered, when the first space flight took place, when a human first walked on the moon. Students are asked to match dates with the events. As a class, students guess the dates to see if they know the answer. Students are asked if they think space exploration is a good thing and why or why not. These introductory exercises are used to discover and highlight students' knowledge about space. In addition, vocabulary or concepts that students may need to know for the upcoming lecture can be previewed. Students listen to a fairly brief lecture about space. This lecture might be given by the teacher, be on video, or be on audiocassette. Students listen only to the lecture the first time. The second time, as students listen they fill in the missing information in an outline. Students may compare their answers with other students or check their answers on an overhead the teacher displays. Students then listen a third time so they can attend again to those parts they had difficulty understanding. Students are asked what they think living in space would be like. Students are then put in groups and given time to design a space colony. Students plan and draw their colony. Once students have designed their space colony, they give a presentation about it to the rest of the class. Students can be reminded about the use of the future and the conditional tenses for their presentation. Other students ask questions about the students' colonies. Then students are asked which colony they would like to live on and why. The teacher or the students (or both together) can fill out an assessment form evaluating the students' presentations.

An Integrated Skills Course for Graduate Students Already Enrolled in Some Academic Classes 

The semester course is divided up into academic topics such as demography, applied linguistics, biological sciences, marketing, and computer technology. For each academic topic, students break into groups for about a two- to three-week period and practice working in groups. Students are given information on how to disagree politely, how to make a point, how to interrupt another speaker, and so on. Students are given tasks to complete. For example, students may develop a plan for a business they hope to develop. They will do research on their line of business. They may present their plan to others to get support. This includes putting necessary information on graphs, tables, and charts and being able to explain the information. Students write up their results.

In addition, throughout the semester students will do individual projects related to their field of study. For example, graduate students may give a twenty-minute presentation on an aspect of their field that will be understood by a general academic audience. Students will also practice listening to lectures and note taking. Students will also be guided in writing academic material such as summaries, essays, and research papers. Throughout the semester students will be required to hand in various parts of their research paper such as an abstract, a thesis statement, an outline, and several rough drafts checked for structure, vocabulary, and organization and coherence. This paper can be a real paper they are writing for one of their university classes. In fact, as often as possible, assignments are related to what is actually going on in their university classes. Students are evaluated through tests that include multiple-choice questions, short-answer questions, and essay questions so that students may practice the types of exams they will likely encounter in their academic classes.

Weaknesses and Modification of English for Academic Purposes

• Because EAP focuses on the particular needs of students in higher education, those students not involved in or planning on continuing their academic studies may find the academic orientation irrelevant or even boring.
• Modifications can be made if you have a mix of students by including topics that all foreign language students will encounter, such as shopping, numbers, finance, and transportation.

Based Second Language Instruction

Teaching Learning Theories 0

Based Second Language Instruction

Ahmad Fawzan Rohman Rabu, September 12, 2012

Content-based second language instruction (CBI) grew out of a response against curriculum built around grammar points. In CBI, the curriculum is built around a topic, theme, or subject area. Students learn another language via subject matter. CBI proponents believe that students are more likely to learn authentic and communicative language if they learn via content than if they just learn a set of grammar rules. In addition, students are more apt to be interested in language if it is contextualized and thus will learn it better. CBI has used a number of models, the three most common being a theme-based approach, sheltered classes, and adjunct classes (described below).

 Strategy of Based Second Language Instruction
English Skill Level: All
Grade Level: All

Because content-based instruction is a broad approach, there are a number of strategies that can be
used. One is the theme-based model. In this model:

• A topic or theme is chosen that will be of interest and relevance to the whole class.
• Activities then focus around the theme. For example, if the topic is the moon, the students might read both fiction and nonfiction literature about the moon; watch a video about it; practice numbers, distances, and measurements of it; learn about and use telescopes; study the history of moon exploration; learn about the phases of the moon; and study tidal activity on the earth.
• Depending on the length of the unit, students might do only a few or several different activities and exercises related to the topic of the moon.
• In addition to learning the content, students would also be taught the vocabulary and language structure that are compatible with such a topic.
• Students practice writing and speaking in the target language about the topic.

Applications and Examples of Based Second Language Instruction

Following are some theme-based lessons.
Body Language

• The teacher asks the students if they know what the term "body language" means.
• After discussing the definition, students are shown pictures of various gestures. They are asked, "What do these mean in your culture?" They are also asked what they think they mean in the United States. Students are asked for other examples.
• Students read an article about body language.
• After reading the article, students answer questions about the article and discuss whether body language has ever caused them difficulties.
• Students review vocabulary learned so far.
• Students review or are taught how to make the imperative (call a waiter, show you are hungry, tell someone you don't understand). Students are put into groups and think of situations in which members of the class might use body language. Students tell other students to use body language in certain situations.
• In groups, students compare how gestures in certain cultures can have different meanings.
• Students review or learn expressions of comparison such as "similar to," "different from," and "the same as."
• Student groups present to the class some of the differences and similarities they have learned.
• Students look back at the reading, and review some of the structures and vocabulary in the reading.
• Students are assigned to write the first draft of a paper comparing body language between two cultures such as their own and the culture of the country they are visiting or to which they have moved.

Introduction to Psychology

• Students are given an advice column to read.
• Students are asked what they think of the problem in the advice column. Would they give the same advice? If not, what advice would they give? Do they think a psychologist would give the same advice? If not, what kind of advice might a psychologist give?
• Students are asked to look for modals (can, should, must, had to, etc.) in the advice column.
• Students are put into groups and asked to come up with a problem. They then ask the other groups for advice. Answers must be given using modals.
• Students are given a longer passage from an introductory psychology book on the topic of frustration. Students preview the article by looking at the pictures, charts, and subheadings. Students read the article at home.
• The next class period, students are asked if they have any questions about the article, including parts they did not understand.
• Students are given activities to do that relate to the reading such as discussion questions, vocabulary questions, comprehension questions, outlining, and filling in graphic organizers.
• In addition, students may view a video related to the topic. Students may take notes during the video and compare their notes with other class members.
• Students are assigned to write about the topic of a frustrating experience they have had and what they did in reaction to that experience. To prepare for this writing assignment, students are put into groups to share stories of frustration with each other.
• Students may also be given a test or quiz about the material they learned in class.

Apples
Submitted by Kelly Moen, Luther College education student

• The teacher shows the students a picture of an apple orchard. The teacher also shows realia such as apples, apple seeds, and baskets. The teacher asks students what they know about apples and apple orchards:

a. What do you see in the picture?
b. Have you ever picked apples before?
c. How would you pick apples at the top of the tree?
d. Are the trees in this picture very young or several years old?

• The teacher introduces students to planting and growing procedures. The teacher presents a chart to the class showing the stages of growth of a plant.
• Students plant their own apple seeds.
• Students are taken on a field trip to an apple orchard.
• Students learn about the nutritional value of apples.
• Students learn to read a recipe by making a treat from apples in class. For example, they might make apples dipped in caramel or apples with peanut butter.
• Students write about what they have learned about apples.

Strengths of Based Second Language Instruction

• Students are learning authentic language that is relevant to their needs.

Weaknesses of Based Second Language Instruction

• Language teachers may not know enough about the content.
• Adjunct classes may take a lot of extra time that teachers do not have

English for Specific Purposes

Teaching Learning Theories 0

English for Specific Purposes

Ahmad Fawzan Rohman Senin, September 10, 2012

As English became a lingua franca worldwide, particularly in fields such as business and science, there developed a need to focus on the language needs of those people using English as an international language and to develop programs specifically to meet their needs. English for Specific Purposes (ESP) classes focus on both the structure and lexis needed for a particular field as well as the types of activities that the student is expected to perform within the profession.

 

Strategy of English for Specific Purposes

English Skill Level: Intermediate to Advanced
Grade Level: Secondary to Adult

• The first step in ESP is to do a needs analysis of the field or profession in which the students will be working.
• From the needs analysis, find the activities that the students will be required to do in English within their field. Activities might include giving speeches, reading journals, conducting board meetings, and so on.
• Also include in the curriculum vocabulary, structure, spoken discourse, and rhetorical patterns that are specific to the students' field and future tasks.

Applications and Examples of English for Specific Purposes

Creating a Small Business
This activity could be used either for business students or art and design students.

• Students are put into groups.
• As a group, students decide which small business they would like to start. They might choose a restaurant, a travel agency, a clothing store, or any other small business.
• Students decide what will need to be done to start a small business such as:

a. How to find funding

b. Where to locate the business

c. How to advertise

d. How to design and decorate the establishment

The areas of focus might depend on the specialty of the students. For example, business students might decide to concentrate on the financial aspects of the business, whereas art and design students might decide to concentrate on the design of advertising and the establishment.

• Each group of students presents its business plan to the other students in the class, who can respond to the plan as potential investors might. The other students should be encouraged to ask questions of the presenting group regarding the business plan. Finally, the "investors" can explain why they would or would not approve the plan.

Preparing to Write about Art
This lesson teaches students art terminology and descriptive adjectives to help them write a critique
of a piece of art.

• Students are introduced to the art design elements of line, shape, space, light, color, and texture through the viewing of visual representations that show different uses of the elements.
• Students are given a reproduction of a painting and asked to analyze its design elements. Students can present their analysis orally or in writing.
• Students choose different pages of a text that describes a piece of art. Students underline or write the descriptive adjectives. Students share their words with the class while the teacher writes them on the board.
• The teacher then shows students a variety of art reproductions. For each reproduction, students must give one or two descriptive adjectives. Students cannot repeat what other students have said. This is to encourage students to come up with more words that can be used to describe the same object.
• Students are then assigned to write a description of a piece of art.

Strengths of English for Specific Purposes

• Students' real and specific needs are met.
• Authentic materials are used.
• ESP courses tend to be short and intense because of the narrow focus.

Weaknesses of English for Specific Purposes

• Classes may be so narrowly focused that the broader needs of some students are not met.
• The time, effort, and cooperation needed to do a good needs analysis may not always be available.

Lexical Approach

Teaching Learning Theories 0

Lexical Approach

Ahmad Fawzan Rohman Sabtu, September 08, 2012

The lexical approach was developed by Michael Lewis (The Lexical Approach, 1993) who believesthat the primary approach in foreign language teaching should be focused on the lexicon (vocabulary) of the language as opposed to using the more traditional grammatical or structural approach. He also believes that vocabulary needs to be taught directly as rather than through natural and communicative approaches that propose vocabulary will be learned inductively as students become exposed to the target language. His main thesis is that vocabulary should be taught in "chunks" instead of as individual words. These chunks are referred to as collocations. That is, words that frequently go together, such as "ancient history" not "old history" or "former history" should be learned together. Followers of the lexical approach frequently make use of concordances, computer programs that can scan large amounts of material for use of specific words and their collocations. Such information can also be found in concordance dictionaries.

Strategy of Lexical Approach

English Skill Level: Advanced Beginning to Advanced
Grade Level: Upper Elementary to Adult

• Students are introduced to the concept of collocations. The teacher may do this as certain words and their collocations come up in lessons. Or teachers may give students a list of words and ask them to find them in a text as well as the words they go with. Teachers may also introduce collocations by making word charts that show with which other words the others can be used. Students may also be introduced to concordance programs on computers.
• Once students are introduced to the concept of collocations, they can continue improving on this by keeping their own notebooks with lists of words and their collocations (see example that follows).
• Students can also do various exercises or writing assignments in which they are asked to produce to recognize and then produce certain collocations.

Applications and Examples of Lexical Approach

Keeping a Collocation Notebook 

In some ways, collocation notebooks are similar to the vocabulary notebooks that many students learning other languages keep. In a collocation notebook, however, there are few individual words listed. Instead, students keep track of words that go together with other words such as collocations and fixed expressions. The teacher may make photocopied sheets that students can use, or students can develop their own organizational system. Some collocation categories that are useful are the following:

• Verbs that go with certain nouns (do homework, finish homework, complete homework, correct homework, hand in homework)
• Adjectives that go with certain nouns (hard work, interesting work)
• Noun + noun (transport costs, overhead costs, labor costs)
• Verb + adverb (drive fast, drive carefully)
• Expressions (I should emphasize that, I should point out that, I should remind you that)

Students may learn collocations as they are reading or listening. Teachers may ask students to look for collocations in a reading. Other students may add their own collocations when they know them. Teachers can also give lists of collocations to students as they come up in class. Students may locate collocations in collocation dictionaries or in concordance programs as well.

Collocation Exercise

• Students can be asked to identify which words go with other words.
• Student can finish set expressions.
• Students can be given cards with nouns, verbs, adjectives, and adverbs and asked to create expressions or sentences with the words on those cards.

Competency Based Approach

Teaching Learning Theories 0

Competency Based Approach

Ahmad Fawzan Rohman Kamis, September 06, 2012

Competency-based education (CBE), an approach to adult and literacy education, began to be used in adult education ESL in the 1970s. Competency-based ESL is centered around teaching to competencies. A competency is a task-based goal to be met by the learner. Competencies frequently include basic survival skills like taking transportation, going to the doctor, and buying necessities. However, competencies could also be goals to be met by students or professionals, ranging from navigating complex workplace communication to mastering industry-specific technical skills. A competency-based approach includes an assessment of learners' needs, selection of competencies based on those needs, instruction targeted on meeting those needs, and evaluation of learners' performance in meeting the competencies. This focus on demonstrably useful skills ensures that adult learners can immediately apply their knowledge in real-world settings.

A competency-based approach continues to be the primary method used in U.S. government-funded adult education ESL programs. The two most widely known competency-based programs in the United States are: (1) SCANS, which is the Secretary's Commission on Achieving Necessary Skills, a report put out in 1991 by the U.S. government detailing what competencies, skills, and personal qualities are needed to succeed in the workplace, and (2) CASAS (Comprehensive Adult Student Assessment System), a private organization that has created its own competencies with its own materials and assessment and is now used by a number of adult education programs in the United States. In addition, CBE is also used extensively in Australian adult ESL programs for immigrants, highlighting its effectiveness in integrating newcomers into the social and professional fabric of their new communities.

For adult learners, particularly those seeking to improve their English language skills, traditional education methods don't always hit the mark. Competency-based education (CBE) offers a refreshing alternative, focusing on equipping learners with the skills they need to thrive in real-world situations.

What is CBE and How Does it Work in Adult ESL?

CBE flips the script on traditional education. Instead of prioritizing time spent in class or rote memorization, CBE centers around achieving specific competencies, which are essentially task-based goals. These can range from navigating public transportation and healthcare systems to mastering industry-specific communication skills.

The beauty of CBE lies in its adaptability.  An initial assessment pinpoints individual learner needs, allowing instructors to tailor the curriculum accordingly. Instruction then becomes laser-focused, targeting the specific competencies identified. Finally, learners are evaluated on their ability to demonstrate these competencies in practical scenarios. This ensures that the knowledge gained translates directly into tangible skills for daily life and potential workplaces.

The Benefits of CBE for Adult Learners

The advantages of CBE for adult ESL learners are numerous:

• Relevance: The focus on practical skills ensures learners can immediately apply their knowledge in real-world settings, boosting confidence and motivation.
• Customization: Learners are not confined to a one-size-fits-all approach. CBE caters to individual needs and learning styles, maximizing progress.
• Efficiency: Time spent in class is optimized because the curriculum directly addresses the learner's goals, leading to faster skill acquisition.
• Increased Engagement: The focus on practical application fosters a more engaging learning experience, keeping students motivated and invested in their progress.
• CBE in Action: Leading Programs

CBE has become a cornerstone of adult ESL programs in the United States. The  Secretary's Commission on Achieving Necessary Skills (SCANS) report, for instance, outlines the competencies, skills, and personal qualities crucial for workplace success. Adult education programs leverage this framework to shape their CBE curriculum.  Additionally, the Comprehensive Adult Student Assessment System (CASAS) offers a comprehensive set of materials and assessments aligned with the CBE approach.

The impact of CBE extends beyond the United States.  Australian adult ESL programs for immigrants heavily utilize CBE, recognizing its effectiveness in integrating newcomers into the social and professional fabric of their new communities.

As the needs of adult learners continue to evolve, CBE is poised to play an increasingly vital role. Its emphasis on practical skills, personalized learning, and measurable outcomes provides a strong foundation for adult ESL programs. By equipping learners with the tools they need to navigate daily life and professional opportunities,  CBE empowers adults to reach their full potential.

Strategy of Competency Based Approach

English Skill Level: Beginning to Advanced
Grade Level: Upper Elementary to Adult

• The teacher conducts a needs assessment to see how and where students will need to use English to be successful in the future.
• The teacher defines tasks, or competencies, that students will need to accomplish. Examples of competencies might include requesting and giving personal information, asking for the time, practicing transactions in the post office, and making a doctor's appointment.
• The teacher creates lessons and activities that will teach students how to accomplish the tasks, or competencies, that have been prescribed. Lessons might include new vocabulary, understanding and practicing dialogues, reading and filling out forms, and discussing previous experiences and future problems that might occur.
• Students are evaluated on their ability to perform the designated task or competency.

Applications and Examples of Competency Based Approach

Shopping for Clothes

• A picture of a clothing store with a clerk and a woman is shown to students. Students are asked, "What is happening in this picture?" If students have difficulty answering, the teacher can ask more direct questions: "Where are they?" "Who is this woman?" "What is she doing?" Students are then asked about their shopping experiences with questions such as, "Do you like to shop?" "What do you like to buy?" "Where do you shop?" "How often do you shop?" Such questions not only help students focus on the topic but also help the teacher assess what the students know and what they need to know.
• Students are then shown pictures of different articles of clothing. Students review the names and colors of articles of clothing.
• Students then listen to a dialogue between the shopper and the store clerk. Students may follow the written dialogue as they listen.

Clerk: Can I help you?
Shopper: Yes, I'm looking for a new dress to wear to work.
Clerk: What size do you wear?
Shopper: I wear a size 12.
Clerk: What color would you like?
Shopper: I'd like something in blue.
Clerk: How about this dress?
Shopper: No, I don't really care for that dress.
Clerk: How about this one?
Shopper: Yes, I like that one.
Clerk: Would you like to try it on?
Shopper: Yes, where is the dressing room?

(Shopper tries on the dress)

Clerk: How does it fit?
Shopper: Just fine. I think I'll get it.

Note: Within the dialogue are a number of idiomatic expressions that are used when shopping.

• The teacher points out new vocabulary in the dialogue such as

Looking for
Size
How about
Don't care for
Try it on
Dressing room
Does it fit
I'll get it

• Students practice parts of the dialogues. First, students practice saying individual lines as a class. Then students practice the dialogue in pairs. Then students practice shopping in pairs using the practice dialogue or their own. Students then role-play the situation.
• Once students can accomplish this competency, they can go on to similar competencies such as shopping for groceries, buying clothes for children, shopping in a hardware store. Students can also go on to other topics such as going to the doctor, applying for a job, or visiting with their children's teachers.

Cognitive Academic Language Learning Approach

Teaching Learning Theories 0

Cognitive Academic Language Learning Approach

Ahmad Fawzan Rohman Selasa, September 04, 2012

This approach was developed by Anna Chamot and J. Michael O'Malley to help secondary-level students make a successful transition into their regular high school classes. The cognitive academic language learning approach (CALLA) is a three-pronged approach focusing equally on academic language learning, academic content learning, and learning strategy instruction. Lessons built around academic content include various exercises that focus on language skills, study skills, and content-specific concepts. Chamot and O'Malley encourage the use of the following instructional methods and concepts in their approach: language across the curriculum, language experience approach (LEA), whole language, process writing, cooperative learning, and cognitive instruction. Although this approach began as a secondary level approach, its use has been expanded to other levels.

Strategy of Cognitive Academic Language Learning Approach

A CALLA lesson is built around the following five steps:

• Preparation students' background knowledge and schemata about the content being studied as well as their learning strategies are explored
• Presentation the teacher presents the necessary new content and learning skills needed for the lesson
• Practice students perform various activities to reinforce the material to be learned
• Evaluation students evaluate their own learning
• Expansion students use what they have learned and apply it to new situations

Applications and Example of Cognitive Academic Language Learning Approach
A CALLA American History (Revolutionary War) Lesson

• Students are given questions and exercises to help them and the teacher probe their background knowledge about the Revolutionary War. Students might be asked: What is a revolution? Has your country of origin had a revolution? Why do you think revolutions happen? Students might be shown pictures of the American Revolution's events and/or symbols and asked what they are looking at.
• Students read about the American Revolution. Students are asked what they need to do to read the passage successfully. They look at the subheadings, pictures, and any preview or review questions to help them develop their learning strategies. They might be asked to predict what they think the text will be about. Students might also hear a lecture about the American Revolution, in which case, they would also be taught methods of note taking.
• Students do exercises and activities related to the reading. They might answer questions about the reading, make a timeline of the events, make charts or tables to help them categorize information, or write sentences describing people or events of the Revolutionary War.
• Students use a learning log to check what they know. Students mark off on a list the academic vocabulary they know, if they can use certain learning strategies, what they know about the Revolutionary War. They might also be asked questions such as: What was interesting about this lesson? What was easy? What was difficult? How can you learn what is difficult? Students are encouraged to review information they don't know.
• Students expand and apply their knowledge through various activities. Students might write about a famous Revolutionary War person. In groups students might debate the pros and cons of the Revolutionary War. Students might give presentations about a famous historical event in their country.

A Beginning Level CALLA Math Lesson

• Students are shown different numbers and asked to say them in English as a review of numbers.
• Students are then shown simple arithmetic problems and learn the words "addition," "subtraction," "multiplication," and "division."
• Students then see a number of problems and are asked to say which operation (addition, subtraction, multiplication, division) they are seeing.
• Students are given a worksheet that shows the different words used to express math operations such as "four plus four equals eight" or "eight minus six is two." Students are shown word problems and asked to say the problems.
• Students are then given worksheets where they see word problems and write them out or see a problem written out and write it as a word problem. For example: The student sees 4 + 6 = 10. The student writes: Four plus six equals ten. Or the student reads: Seven plus two equals nine. The student writes: 7 + 2 = 9.
• As an extension, students are asked to write problems using objects that they and their partners manipulate. For example, Chin has three books. He gives one book to Mohamed. They will write, "Three books minus one equals two books."
• After students who are complete their activities, they will fill out a log that asks them what they learned, what they need to review, and what they else they need to know.

Weaknesses and Modifications of Cognitive Academic Language Learning Approach

• Students not in school may find academic content not relevant. However, the basic strategies of preparation, presentation, practice, evaluation, and expansion are applicable to many teaching situations.