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Silent Period

  • 1.  Silent Period

    Posted 22-10-2018 12:36
    Hello!

    I am new to TESOL (well, have attended the conference once and am going again in March (YAY!)), but I wanted to post a question about some students of time.

    I am an ESL teacher in a 4K-5 school and doing my annual goal (PPG/SLO) on the differences between the silent period of second language acquisition vs. selective mutism. I believe I have students that fall into these two categories and am wondering if anyone can point me in the direction of some professional development materials on the subject!!

    Thanks!

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    Kelly Campbell
    ESL Teacher
    Whitewater Unified School District
    United States
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  • 2.  RE: Silent Period

    Posted 23-10-2018 07:17
    When I found the Cengage books at Carolina TESOL exhibits, I thought I had found gold.   I was so tired of books that looked like worksheets and were not mentally challenging at all.   It was almost like we thought that because our students couldn't speak English, they couldn't think.   When I saw TED TALKS and NATIONAL GEOGRAPHIC on the outside, I knew I had to look inside.  Inside I found subtitles like COMMUNICATE, VOCABULARY, NOTE TAKING, SUPPORTIVE EVIDENCE and the clincher was THINK CRITICALLY.  I purchased the entire series and use them in my classrooms and share them as examples when I am providing teacher training.

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    Virginia Simmons
    Teacher and Teacher Trainer for ELL
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  • 3.  RE: Silent Period

    Posted 23-10-2018 08:09
    Could you give me more information about the Cengage books?  Titles, ISBN, etc.  As a new ESL teacher I would like to see what these books offer.  Thanks.

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    Mary Finch
    ESL Teacher
    Capital School District-
    United States
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  • 4.  RE: Silent Period

    Posted 24-10-2018 03:09
    I think your best bet for Cengage materials will be to just go to this website: https://ngl.cengage.com/search/productOverview.do?N=200+4294918395&Ntk=NGL%7CP_EPI&Ntt=21st%7C1886504956206059725211470943961088824530&Ntx=mode%2Bmatchallpartial&homePage=false

    I use them all.

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    Virginia Simmons
    Teacher and Teacher Trainer for ELL
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  • 5.  RE: Silent Period

    Posted 23-10-2018 08:47
    I think you also need to consider affective filter issues in your study.  Many students are afraid to communicate because they have learned that you either need to be perfect to respond or you don't respond at all. I have had students who were physically punished for making mistakes or for speaking out of turn. And any accurate assessment for selective mutism would need to be done in the child's native language for it to be valid.

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    Nancy McKay
    Adjunct Professor
    Cuyahoga Community College
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  • 6.  RE: Silent Period

    Posted 23-10-2018 09:25
    Kelly,

    I have the same issue with some of my students this year.  Could you pass on to me any information you find about this topic of silent period vs selective mutism?  Thank you!

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    Dionne Silver-Hong
    ESOL Teacher
    Fairfax County Public Schools
    United States
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  • 7.  RE: Silent Period

    Posted 24-10-2018 03:22
    I find that putting my students into small groups to create or solve opens the classroom for a more lively discussion.   If I just ask questions in general, I get silence (especially at the beginning).   Also games like Kahoot.com really help.
    I will share one experience that happened in a previous country.   I have a special education background so a young girl was brought to me from another school because she had not spoken in the classroom for 2 years.  She spoke at home but not in the English speaking school.   Since she was born in one country and grew up with that language, moved to a second country and learned that language, our first assumption was that she was just too unsure of herself with the English language.   So my focus was all the stuff with selective mutism.
    However,  I also have a background in gifted education and we worked a lot with perfectionism in gifted.   As I worked with this girl, I soon realized that she was extremely bright so I talked to her parents and asked specific questions about perfectionism.  My suspicions were reinforced.
    I changed my direction to activities that are used with perfectionism.
    This is one of my success stories because this young girl came to grips with her perfectionism and started speaking in class.   Really speaking and interacting.
    I think we have to be careful about labeling and putting children in boxes, we need to stay open for all possibilities.

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    Virginia Simmons
    Teacher and Teacher Trainer for ELL
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