Engaging 21st Century Learners in Authentic Oracy and Literacy Instruction: Teacher-Tested, Student-Approved Activities and Projects for Everyone

Although many instructors realize the value of good reading strategies, few know how to effectively incorporate this knowledge into their classrooms. In this hands-on workshop the presenter will share with the audience time-tested best practices regarding reading strategies and (meta) cognitive processes involved in the comprehension of oral and print texts. The demonstration will center on:

(1) The general principles of teaching reading and writing in the content areas,

(2) The reading and writing strategies employed in creating meaning from authentic texts and the idiomatic language contained in them, and

(3) The impact of oracy and literacy instruction on readers’ attitudes, strategy use, and metalinguistic knowledge.

The demonstration will highlight that both ‘effective’ and ‘efficient’ strategies can be taught to all students; which leads to improved text comprehension.  (1) It will be shown that the use of cognitive, memory, and affective strategies are particularly affected by instruction and motivation. Variables such as the reader’s language proficiency level, text familiarity, and difficulty level will be used for hands-on demonstration and experimentation in both small and large group activities. (2)How text structure affects global and local comprehension of academic/literary and authentic idiomatic texts will be explained. (3)Also how direct strategy instruction, individual practice, and text selection tie into the Teaching Learning Cycle (TLC).  The act of reading and writing in particular, the importance of background and pragmatic knowledge, will also be presented. (4) Finally, participants will discuss specific implications for contextualizing authentic oracy and literacy instruction in the content areas beyond the print on a page appropriate for their own students and local contexts. Handouts will be provided.

Who should attend?

  • ELT professionals of all levels.
  • English teachers of secondary and post-secondary classes

Date:

To Be Announce Later

Timings:

3:00 pm -6:00 pm

Workshop Fee:

Member’s Fee: Rs.2200/-

Non Member’s Fee: Rs.2700/-

Venue

TO BE ANNOUNCE LATER

Limited seats on first come,   first served basis

Inclusive of course materials, certificate, & refreshments

Become a member on the spot and avail member rates.  Institutional members – send 4 teachers at member rates.

John I. Liontas, Ph.D., is an associate professor of foreign languages, English for speakers of other languages (ESOL), and technology in education and second language acquisition (TESLA), and director and faculty of the TESLA doctoral program at the University of South Florida. He has over 30 years of K-20+ teaching experience and research in the United States and other countries, has held several academic faculty and administrative positions in higher education, and has taught a wide range of language and academic content courses. He has also directed, coordinated, and administered language and academic programs at various US institutions and sits on several local, state, regional, national, and international academic bodies as director, managing editor, chair, reviewer, evaluator, or appointed/elected member. He is an active member of several (inter)national learned societies and has participated as PI and Co-PI on several multimillion dollar funded projects.

Dr. Liontas is a distinguished thought leader, author, and practitioner in the fields of applied linguistics, second language acquisition, and ESL/EFL and the recipient of over three dozen local, state, regional, national, and international teaching awards and honors. He is also the Editor-in-Chief of The TESOL Encyclopedia of English Language Teaching (published January 2018 as an 8 Volume Print Set and Online, http://www.tesolencyclopedia.com).