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Proofs are NOT to be considered as drafts. No changes in, or additions to, the accepted and subsequently edited manuscript will be allowed at this stage. Proofreading is solely the responsibility of the corresponding author. We also share mistakes we have made as teachers and what we have learned as a result. Ultimately, we create a class list of mistakes and learnings and reflect on all the things students have learned because of their willingness to take risks and make mistakes in their new language. These types of lessons help create the conditions for students to be open to error correction and to see it as a positive part of their growth as learners.
Providing students with individual feedback is another error correction tool we employ once we have built positive relationships with students and a classroom climate where learning mistakes are encouraged. When offering feedback on student writing in class, we use a simple technique we have found successful. It involves pointing to the written mistake as a prompt for students to self-correct.
Most of the time, when we point to an error around a concept we have already taught e. When it comes to writing comments on student essays, we generally emphasize a few positive aspects of the essay and only point out one type of error. If we hand back a paper with written comments, we also make sure to have a brief private conversation with the student about the feedback.
We have also found it helpful to have students focus on one or two grammatical elements e. In addition, we encourage students to practice writing at online sites that provide immediate feedback. This practice can reinforce language acquisition, and the only one who knows when students make a mistake is the computer. We want to be as encouraging as possible when our students take the risk to speak in English. When we identify common mistakes that our students are making in writing or speaking, we often address them as part of a lesson for the entire class.
Two methods we have found to be affirming for students and successful are concept attainment and games. Both strategies create the conditions for students to identify errors and how to correct them. After identifying a common error e. We then place the sheet on an overhead screen.
At first, everything is covered except for the yes and no titles, and we explain that we are going to give various examples and ask them to identify why certain ones are under yes and others are under no. After the first yes and no examples are shown, we ask students to think about them and share their thoughts with a partner. If no one can identify the difference between the two columns, we keep uncovering one example at a time and continue the think-pair-share process until they figure it out.
We then ask students to correct the no examples and to generate their own yes examples and share them with a partner or the class. Games where students are charged with identifying and correcting common grammatical errors are an engaging and affirming method of error correction. Students are divided into teams, and each team is given a copy of the sentences. Teams are then given an amount of time anywhere from five to 15 minutes, depending on the length of the list to correct all the sentences.
The team that accurately corrects the greatest number of sentences is declared the winner.
T eaching English language learners presents some key challenges in the classroom. However, remembering the many assets that ELLs bring to the classroom—their resilience, their stories, and their multicultural experiences—can help teachers and students view these challenges not as problems, but as opportunities for growth. He writes an education blog , a weekly teacher advice column for Education Week Teacher , and regular posts for the New York Times. See Mark W. Haystead and Robert J. Xin Zhang et al.
Jens Dietrichson et al. John A. Hattie and Gregory M.
See Richard M. Ryan and Edward L. Colleen R. See, for example, Sheen S. Levine et al.
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