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Pragmatics: Teaching
Activities
Some people may think that ELLs will just “figure things out” after they’ve been in an English language setting for a period of time. This is not necessarily the case. You should be proactive and help students navigate their new life and understand the customs of a different culture.
You can do this through brainstorming and roleplaying activities. Overt expressions of praise or matters of politeness really vary by culture. Maybe the students need to observe and then practice how to give or accept a compliment. Maybe they need to pair up with a partner and consider different scenarios where a "thank you" might be appropriate. Perhaps in small groups they can discuss how to say no without hurting someone's feelings. Be sure to bring to the table conversations that might occur between student and student, teacher and student, parent and child, grandparent and child. The latter two might address the issue of generational miscommunication that can develop as a result of the child's English language acquisition and exposure to American culture at school and in extracurricular activities.
It is not hard to teach the “new” while still honoring what the students already have – a heritage language and a rich culture of their own.
Creating an atmosphere of safety and respect is key.
Note: On the Links page you will find a resource explaining Pragmatics in more detail and discussing why the teaching of Pragmatics is important.
Some people may think that ELLs will just “figure things out” after they’ve been in an English language setting for a period of time. This is not necessarily the case. You should be proactive and help students navigate their new life and understand the customs of a different culture.
You can do this through brainstorming and roleplaying activities. Overt expressions of praise or matters of politeness really vary by culture. Maybe the students need to observe and then practice how to give or accept a compliment. Maybe they need to pair up with a partner and consider different scenarios where a "thank you" might be appropriate. Perhaps in small groups they can discuss how to say no without hurting someone's feelings. Be sure to bring to the table conversations that might occur between student and student, teacher and student, parent and child, grandparent and child. The latter two might address the issue of generational miscommunication that can develop as a result of the child's English language acquisition and exposure to American culture at school and in extracurricular activities.
It is not hard to teach the “new” while still honoring what the students already have – a heritage language and a rich culture of their own.
Creating an atmosphere of safety and respect is key.
Note: On the Links page you will find a resource explaining Pragmatics in more detail and discussing why the teaching of Pragmatics is important.