Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h67LK3C17116; Mon, 7 Jul 2003 17:20:03 -0400 (EDT) Date: Mon, 7 Jul 2003 17:20:03 -0400 (EDT) Message-Id: <21FEC438.2EA1B8F9.0AB94E44@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: AndresMuro@aol.com To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9118] Re: Results from Context Question X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 3894 Lines: 88 Content is often referred as the topic of instruction, ie: history, political science, philosophy, health. Context has to do with the environment in which the topic is being dealt with. For example, you may want to chose history as the content. you may also want to add the context and that could be the reality/or perspective of the student at a given point in time. Context has to do with who your students are, what their interests are, what their needs are, what is their economic, cultural, psicological, social, gender, race situation. Depending on your context, you may need to modify the content that you choose, to make it interesting and useful for that particular context. Andres In a message dated 7/7/2003 12:55:29 PM Eastern Standard Time, "Tommy B. McDonell" <tommy.mcdonell@nyu.edu> writes: >Hi. I tend to think of content and context being completely different >things. You may have the content of History but the context to me has to do >with what you are reading, hence the idea of contextual clues. This may be >though because my dissertation is on reading. > >T > >Tommy B. McDonell >Adjunct Instructor, >Marymount Manhattan College >Doctoral Candidate in TESOL-NYU >tommy.mcdonell@nyu.edu >212-414-8513 home before 10PM >212-414-1293 fax >----- Original Message ----- >From: "Jennifer Morrow" <jmorrow@jcplin.org> >To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> >Sent: Monday, July 07, 2003 1:26 PM >Subject: [NIFL-ESL:9114] Results from Context Question > > >> Fellow Listers, >> I recently posted a question to the list asking for context-based ESL >lessons. I received several great responses and ideas. Thanks to all of >you! I wanted to summarize the responses for you. >> >> These ideas were posted in response... >> -Ask students about their context and build lessons from that >conversation. (i.e. the grocery store) >> -Involve the students and find a consensus about what context to use for >lessons. >> -Let the students plan their own lessons (from their own context.) >> -Use the newspaper as a teaching tool and context. >> -Use activities from http://daveseslcafe.com >> -Use activities from http://www.onestopenglish.com >> -Avoid teaching from textbooks for great lengths of time. >> -Teach lessons based on student interest, background, and needs. >> -Teach lessons in a creative way. >> -Review the book Content-Based College ESL Instruction >> -Use materials produced by the Tacoma Community House Volunteer Training >Project. >> >> I found the One Stop English website particularly good and the lessons >there easy to adapt for my one-on-one program. >> >> One thing kept repeating itself during this process. I got the feeling >that a lot of the postings and resources interchanged the terms 'context' >and 'content.' To me, they are very different things. Then I started to >think about it more deeply. They can be confusing terms. I think they can >be the same thing especially for college students, etc. Their context and >content can be the same: grammar, history, composition, etc. Most of my ESL >students are here for reasons other than education. With them, I view >context and content as very different things: content may be vocabulary or >conversation but their context may be their job, shopping in stores, their >child's school, a doctor's office, or any number of contexts specific to >them. I guess I was thinking more of life situations as contexts, not >school situations. How would you define context and content? Do you think >they are the same or different? What contexts do your students learn >content through? I would appr! >> eciate your input as I am still wrestling with the definitions myself. >> >> Jennifer Morrow >> Johnson County Public Library >> Adult Learning Center >> (317) 738-4677 >> jmorrow@jcplin.org >> >> > > -- go here: www.geocities.com/andresmuro/art.html
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