Summary of "ESL alternative assignment"
Context and purpose
- Training: Literacy Works 12-hour volunteer tutor training (required by a Secretary of State tutor-volunteer grant).
- Trainer: Isabella.
- Attendees: new volunteer tutors (many connected to college clubs/programs and local agencies such as Star Literacy, Waukegan Public Library, etc.).
- Goal: prepare volunteers for one-on-one adult ESL tutoring (in-person and remote), covering first meetings, lesson planning, adult-education approach, practical activities, and virtual-tutoring logistics.
Main concepts and lessons
Adult learners
- Adults are experienced, motivated, and bring real-life goals.
- Tutors should meet learners where they are and build lessons around learners’ interests and needs.
Popular education vs. “banking” model
- Popular education (Paulo Freire-inspired): learner-centered; content comes from learners’ lives and interests; education should empower and lead to action.
- Banking model: teacher-centered, prescriptive; less suitable for adult ESOL tutoring.
KWL technique
K = What learners KNOW W = What learners WANT to know (their goals) L = What learners LEARN (review/reflection)
- Use KWL at lesson start (eliciting), during instruction (W guides content), and at review (L).
Levels and curricula overview
- “Zero” / pre-English: basic oral communication, alphabet, numbers, days/months, survival vocabulary.
- Levels 1–3: gradually add grammar, questions, tenses, reading/writing, idioms, phrasal verbs. Organizations typically use placement tests and syllabi/curricula (books or structured units).
Recommended lesson structure
- Warm-up / rapport / homework review (2–5 minutes)
- Introduction of new material (present & model)
- Guided practice (activities, modeling, scaffolding)
- Production (learners try on their own—quiet work, writing, roleplay)
- Reflection / assessment (KWL “L”, comprehension checks, plan next objectives)
Lesson-planning essentials
- Always prepare a plan (even for 1:1): objectives, materials, 3–5 activity options, multimodal input (listening, speaking, reading, writing), and relevant realia.
- Bring and use “realia”: forms, menus, flyers, product labels, job materials, children’s school letters — anything from daily life can be lesson content.
- Use peer learning and group work when applicable (pairs, small groups).
First meeting — logistics & boundaries
- Build trust; be friendly and nonjudgmental; elicit goals and tech comfort.
- Ask coordinator for placement, level info, and learner background; request preferences (level, virtual vs. in-person, gender, etc.) if needed.
- Agree on frequency, session length, contact method (email preferred; phone/text only if comfortable), cancellation policy, and internet/backup procedures.
- Protect personal boundaries: share only what you want (work email recommended; avoid giving out personal phone if uncomfortable).
Virtual tutoring tips
- Know the learner’s device (phone vs. laptop) — capabilities differ (screen share, typing, file access).
- Test Zoom logistics (free Zoom has a 40-minute limit); plan to reconnect or use organization-provided accounts.
- Limit teacher talk; allow longer wait time for responses; repeat and model often. Have a backup plan if connection drops.
Engagement & motivation
- Adults continue attending when lessons are meaningful and relevant to their goals (jobs, citizenship, daily functioning).
- Use learners’ interests and current materials to keep lessons practical and motivating.
- Repetition and review are central — learners need repeated exposure and opportunities to produce language.
Pronunciation & phonetics
- Some learners want focused pronunciation work; others do not. Ask about goals.
- Minimal pairs and phonetic awareness are useful (e.g., L/R, b/v, vowel differences).
- Avoid over-correction during conversation; focus corrections in practice/writing contexts.
Error correction guidance
- Prioritize communication over immediate correction. If an error is recurring or affects comprehension, model the correct form and plan practice activities.
- Correct in context (board notes, written feedback, targeted practice), not by constant interruption.
Total Physical Response (TPR) and multimodal activities
- TPR pairs gestures/actions with language input (Simon Says, “touch your nose,” songs like “Head, Shoulders, Knees, and Toes,” job-task roleplays).
- Useful at any level, especially beginners; it also works virtually with gestures and pointing.
Practical activity ideas and materials
- Warm-up: introduction questions, KWL chart.
- Speaking practice: role-plays, mock interviews, conversational prompts.
- Reading/listening: short paragraphs, videos, public flyers, short news items.
- Writing: forms, fill-in-the-blank, sentence-building, journals, email exchanges.
- Production: independent tasks (write a short paragraph, fill a form), pair presentations.
- Community-based lessons: library visit, shopping, transit, doctor’s forms, job application forms.
Managing attendance and commitment
- Expect irregular attendance (work shifts, life events). If a learner stops attending, it may not be the tutor’s fault; you’ll likely be matched with another learner.
Administrative/organizational support
- Coordinators support tutors by providing learner background, placement tests, materials, and account info.
- Tutors should use coordinator help for matching, materials, and troubleshooting.
First-session step-by-step checklist
- Prior to session: get learner’s placement/level, goals, preferred contact, device/type, and any accessibility needs from coordinator.
- Prepare a short lesson plan: warm-up, one new item to introduce, 1–2 guided-practice activities, one production task, and a reflection/next-step.
- Begin with greetings and a nonjudgmental rapport-building exchange; share preferred pronouns if relevant.
- Use a KWL chart: ask what they know (K) and what they want to learn (W); write it down.
- Introduce one new target (vocab, grammar, or task) and model it (speak + write + gesture).
- Guided practice: do activities together (TPR, role-play, worksheet, reading aloud).
- Production: give a brief independent task (write a sentence, fill a form, role-play without heavy prompting).
- Reflection & next steps: ask “What did you learn?” (L column), note homework or practice, confirm next meeting time and contact method.
- Log notes for yourself: learner strengths, struggles, preferred activities, and suggestions for next lesson.
- Communicate any concerns/questions to your coordinator.
Practical tech and on-the-job tips
- Use plain fonts and larger type sizes (14–16 pt); avoid decorative fonts for learners.
- If using a personal Zoom (free account), warn learner about the 40-minute limit; plan reconnection procedure.
- Be prepared to improvise if a learner’s device fails (phone voice call, reschedule, or fallback activity that requires no screen).
- Encourage learners to keep a small notebook to write new vocabulary/phrases.
- Save and organize resources (PowerPoints, activity sheets) and ask your coordinator for curricula or book titles used by the agency.
Resources and activities demonstrated in training
- KWL chart video (demonstration)
- TPR (Total Physical Response) video demonstration (class singing & gestures)
- Phonetics/minimal pairs handout referenced
- Goal-setting sheet and sample lesson-planning templates (trainer to email PPT and resource pack)
- Reading-aloud group exercise (used to simulate learner experience)
Speakers / sources featured
- Isabella — trainer (Literacy Works)
- Participants: Dana Lundstrom, Sarah Parker, Nicole Donnelly, Nicole Rubin, Davida (referred to as Grace in parts of the transcript), Daniel
- Paulo Freire — referenced (Popular Education philosophy)
- External media used in session: KWL instructional video, TPR video demonstration, phonetics PowerPoint and minimal-pairs resources
Follow-up options included in the session summary
- Extract and format the suggested first-session lesson plan into a one-page printable checklist.
- Produce a short sample 60-minute lesson plan for a beginner, intermediate, or advanced learner based on the training.
Category
Educational
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