Suppose that you teach a complex course in English, but students do not understand this language well. Are there any methods/strategies for efficient teaching? I am looking for something unusual and non-standard.
Any related manuscripts or education technologies are appreciated.
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I once taught a course with an interpreter so that definitely helps but it does slow things down. If it's only listening comprehension that's not quite there, I would consider using a lot of written learning materials and provide or pre-teach key terminology. Are you saying that your students have no other language in common? They're all from different linguistic backgrounds?
Code switching between English and another common language shared between the instructor and the students is the most expedient strategy. However, in educational settings that are English only, code switching is frowned upon. I know of a Biology teacher in a secondary school that was English-only who resorted to pictures and diagrams because the school didn't allow other languages.
Dear Rushon
"How to teach if the language of instruction is not understood?" -- You ask.
If the language of instruction is not understood, no effective teaching is possible. Of course, when this is case, we can resort to a translator such that learners come to understand what the teacher intends to teach, which makes the teaching boring. I think that the better alternative is that learners learn first the languge in which instruction is delivered.
KInd regards,
Orlando
Hello,
There is a method which is called macro- and microscaffolding, which I use, when I am teaching a subject with a complex content to refugees, who cant understand the German language very well. Pls check these article, I'm sure they will help you:
Gibbons, P., 2002. Scaffolding Language, Scaffolding Learning. Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann.
Gibbons, P., 2006. Unterrichtsgespräche und das Erlernen neuer Register in der Zweitsprache. In: Mecheril, P., Quehl, Th. (Hrsg.): Die Macht der Sprachen. Englische Perspektiven auf die mehrsprachige Schule. Münster u. a.: Waxmann, S. 269-290.
Gibbons, P., 2009. English Learners, Academic Literacy, and Thinking. Portsmouth, NH: Heinemann.
Gibbons, P., 2010. Learning Academic Registers in Context. In: Benholz, C., Kniffka, G., Winters-Ohle, E. (Hrsg.). Fachliche und sprachliche Förderung von Schülern mit Migrationsgeschichte. Münster u. a.: Waxmann. S. 25-37.
Kind regards
MFT
Be sure of your translation and what it means in the other language. This is especially true with slang.
It happened to me once. I was teaching robotics at a school in China and the interpreter didn't know any english. I was frustrated initially, then decided to go without the instructor. I showed step-by-step assembly using a kit. I wrote down the English words such as beams/axles/pins/motors etc on the board and made them to repeat after me as I showed each part. It felt like too slow but the end of the day students accomplished more than what I do normally in any classroom. In addition, they learned a lot of new words in words in English. In my case, I was working with robot so it is a bit different from teaching english language but with interaction, body language and a lot of patience, you can do a lot.
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