tag:blogger.com,1999:blog-3790062.post8894868439699643367..comments2024-03-27T08:11:29.257-06:00Comments on PeerCentered: Your thoughts on ESL studentsClint Gardnerhttp://www.blogger.com/profile/07671508034667904543noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-3790062.post-4977041457429787042007-12-06T19:27:00.000-07:002007-12-06T19:27:00.000-07:00Thanks Alisha!Thanks Alisha!Jennyhttps://www.blogger.com/profile/09041421081239388244noreply@blogger.comtag:blogger.com,1999:blog-3790062.post-69447856903340798592007-12-05T23:35:00.000-07:002007-12-05T23:35:00.000-07:00Hey Jenny...cool questions! Honestly, I have a re...Hey Jenny...cool questions! Honestly, I have a really hard time plotting out a session when it comes to ELL students, and I guess the plotting all depends "where" that student is in their learning process.<BR/><BR/>I find that the easiest sessions are with the ELL students that are just beginning to write in English. I think that they're easiest (for me) because they seem really eager to discuss just about anything I personally notice. ELL students that are further along in their own learning processes, however, seem more likely to stick with what they want to discuss--and they seem more likely to pipe up when they want the conversation to move back toward grammar, organization, whatever. Just my personal observation, though.<BR/><BR/>After the essay is read aloud, I briefly go over what I noticed, and I always try to throw in a few grammar-related topics and a few HOC topics, too. The student usually chooses one, or two, as a way into the conversation.<BR/><BR/>I do always try to cover what the student states they want emphasis on, but, more often then not, the conversation moves away from "grammar"--at least in most of my sessions.<BR/><BR/>Hope this was helpful!Alisha Kamphhttps://www.blogger.com/profile/03021863287095747457noreply@blogger.com