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Denunzio, Vincent a Course in Spoken English for Navajos; First

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Denunzio, Vincent a Course in Spoken English for Navajos; First DOCUMENT RESUME ED 074 803 FL 003 726 AUTHOR DeNunzio, Vincent TITLE A Course in Spoken English for Navajos; First Year Program. Language Laboratory No. I. INSTITUTION Bureau of Indian Affairs (Dept. of Inforior), Washington, D.C. PUB FATE 67 NOTE 559p. EDRS PRICE MF-$0.65 HC-$19.74 DESCRIPTORS Cultural Enrichment; English; *English (Second Language); *Instructional Materials; Language Development; Language Enrichment; *Language Instruction; *Language Laboratory Use; Lesson Plans; Navaho; Oral English; Pattern Drills (Language); Phonetics; *Phonics; Second Language Learning; Speech Skills ABSTRACT This manual presents lesson plans for a first year course in spoken Enq-Ash for Navahos, based on one hour of instruction five days a week. A sample lesson is presented for illustration. The instruction outlined for each week is so structured as to provide a maximum number of exposures to a given sound. In view of thisp it is suggested that the lesson plans be considered basic, required material that must be presented. The manual concentrates on phonics, cultural enrichment through the presentation of prose and poetry, and exercises to increase skills in spoken English. Included are plans for work in the language laboratory.(Authr/SK) A , A' .1 .11 Al II A AL. int4.4", 1 I I 'I I I I' I' I I I I I. 1 $1-' . tt14,0 Z ,.."' ,..r. T... +47.)i '.?...,D''' . .. ' tp R -Po so. A eP LI a Ufa 1t A A ! UNITED STATES DEPARTMENT OF THE INTERIOR STEWART L. UDALL, SECRETARY BUREAU OF INDIAN AFFAIRS ROBERT L. BENNETT, COMMISSIONER DIVISION OF EDUCATION CHARLES N. ZELLERS ASSISTANT COMMISSIONER (EDUCATION) LANGUAGE LABORATORY NO.I for A COURSE IN SPOKEN ENGLISHFOR NAVAJOS Designed for Navajos with 3rdto 7th grade reading achievement who are learning to speak Englishas a second language. Prepared by Vincent De Nunzio, EducationSpecialiSt Intermo:mtain School, Brigham City,Utah United States Department of the Interior Bureau of Indian Affairs Division of Education 1967 Printing of the course materialwas made possible through funds provided by Title I of theElementary and Secondary Education Amendments of1966. ACKNOWLEDGMENTS For the help provided in the preparation of this course,and to those who have granted per- mission for use of material, grateful acknowledgmentis made to the following: Mr. Kenneth Croft, American University LanguageCenter Mr. Robert J. Dixson, Teacher of English as a ForeignLanguage, English Language Serv- ices, Inc. Georgetown University's Institute of Languages andLinguistics Dr. Yao Shen, University of Hawaii Mr. Mario Volante, Regents Publishing Company Mr. Robert W. Young, Bureau of Indian Affairs Allen and Alien, Review Exercises for English as a ForeignLanguage, T. Y. Crowell and Company, New York, Copyright 1965. Reprinted by permissionof T. Y. Crowell Co. Dixson,Robe4Y.7.PegentsEnglish Workbook I and II, Regents Publishing Company, Inc., New York. Copyright 1956. Gordon, Morton J. and Wong, Helene H., A Manual of SpeechImprovement, Prentice- Hall, Inc., Englewood Cliffs, New Jersey, Copyright1961. Hamm, Agnes Curren, Choral Speaking Technique,The Tanner Press, Milwaukee, Wiscon- sin, Copyright 1951. Hansen, Ha lvor P. and Pierce, Lulu H., Speak to Learn, Stockton UnifiedSchool District, California, Copyright 1966. McLean, Margaret P., Good American Speech, E. P. Sutton anCompany, Inc., Copyright 1928, 1941, 1952, 1956. And Mrs. Dolores D. Williams, Teacher (Elementary),Intermountain School for compilation of classroom lesson enrichment materials. Mr. Carl A. Vicenti, Art Instructor, Intermountain School forillustration. Mr. Paul Ercolin, Training Instructor, Intermountain School forillustration adaptations. Mr. and Mrs. Donald McClane for editorial assistance and for recording the program. Mrs. Vincent DeNunzio for preparation of the manuscript. Members of the Intermountain School E.S.L. team andother allied staff members. Mr. Patrick Ercolin, Language Laboratory Instructor Mrs. Dolores D. Williams, Language Laboratory Instruc Mrs. Genevie Smith, Speech Therapist Mrs. Maizie Johnson, Teacher, E.S.L. iii ACKNOWLEDGEMENTS Alien and Allen: Review Exercises ForEnglish As A Foreign Language, (C) 1965. By permissions of Thomas Y. CrowellCompany, New York, New York. Dixson, Robert J.:Regents English Workbooks I and 11,(C) 1956. By permission of Regents Publishing Company, Inc.,New York, New York. Gordon, Morton J. and Wong, Helene H.: AManual For Speech Improve- ment, (C) 1961. By permission of Prentice-Hall, Inc.,Englewood Cliffs, New Jersey. Hamm, Agnes Curren: Choral SpeakingTechnique, (C) 1951. By permis- sion of The Tower Press, Milwaukee, Wisconsin. Hansen, Halvor P. and Pierce, Lulu H.: Speakto Learn, (C) 1966, Stockton Unified School District, California. By permissionof the authors. McLean, Margaret P.: Good AmericanSpeech, (C) 1953. By permission of E. P, Dutton Co., Inc., New York, New York. INSTRUCTIONAL MANUAL for First Year Program Each section of this manual containsmaterial for an entire week (one hourper day for 5 days). The teaching methods usedto presert the lesson contentare optional. The sample lesson is given as an illustration. Itis the E.S.L. teacher's responsibilityto adapt the ma- terial to pupil needs and to hisor her manner of teaching. Since it is presumed thatper- sons teaching English as a second language have priorE.S.L. training and experience, considerableprogram preparation is left to their responsibility.However, it is expected that all lesson content will be thoroughlypresented to avoid omissions in the students' program. The instruction outlined for eachweek is so structured as to providea maximum number of exposures to a given sound patterndrill. In view of this, it is suggestedthat the lesson plans be considered oasic requiredmaterial that must be presented. Constantreferral to the teachers' manual for the whysand hows to present the program ishighly advisable. The sequence and content of thisguide is the result ofmany ideas, many hours of research and a number of years of use with Navajo students. The succeessof your program is de- pendent on the ability of eachteam member to complete eachpart of the program as pre- scribed; then supplement and enrichto provide necessary reinforcement. iv SAMPLE LESSON Independent Warm-up Practice Pre-tape Follow-up Instruction Instruction Taped Lesson The Voiced "TH" Sound / d / Time Allotment: Approximately 10 minutes Purpose: To put the class at ease and create a comfortableand informal speaking climate. Procedure: Select easy excerpts for choral and individualreading. Provide each booth with a folder of selected readings,and a series of booklets graded according to readingdiffi- culty. Published materials that are two or three levelsbelow the students' silent read- ing levels offer the most effortless speaking practice.This may also be adapted to a classroom lesson. Time Allotment: Approximately 15 minutes. Pir--,00se: Student response to the taped lesson. Procedure: For this portion of the lesson, posture and alertness areparticularly important. Insist on strong, clear responses and careful listening. Play the tape and take note of students who are havingdifficulty. Follow-up coach- ing may be indicated. Do not interrupt the class unlessthe majority need help, or un- less a scripted direction needs clarification. Monitoring During The Taped Lesson Try not to correct the individual during the taped lessonunless it is absolutely necessary,. The tapes are deliberately structured with reinforcement of responses.This eliminates the need for added correction. A well meaning teacher's interjection maydisrupt the sequence of the learning. It may interfere with the critical listening so necessaryto self-evaluation development. Most importantly, it may fluster the speaker andviolate the privacy he values most about this kind of language learning. The inclinationto correct during the taped les- son should be carefully evaluated.Necessary comments should be made as swiftly,softly, and tactfully as possible. Duriug the taped lesson, the teacher concentrates themonitoring on the content ofthe lesson proper. He disregardsall mistakes unless they pertainto the present or a previous lesson. The instruction is programmed in sequence, and reviews priorlearnings. The moni- tor does not superimpose anotherprogram of his own by burdening the already and intensive session. demanding One new skill at a time. The beginner is undertakinga slow, tedious task, He will make many, many mistakes, over and over and over again. Before he is through,he will muster all of the patience hecan. The teacher must supervise this kindness. One wrong critical learning with patience and word in this delicate personalexchange could alienate the learner, and could destroydesire the indispensible ingredient. Everyone learns to speak. The impatient instructor does wellto recall how long it took him to speak a second language. Time Allotment: Approximately15 minutes. Purpose: To provide instructionalfollow-up to the taped lesson. Group instruction Procedure: Take evaluativenotes during response to the tapedlesson. the general problem Call attention to areas and demonstrate corrections to theclass. If the class can profit by the practice, repeat theentire tape or excerpt therefrom. The taped lesson is alwayssubordinate to the teacher's judgment. taped lesson ends when it The effectiveness of the fails to teach. It may be repeated,expanded, abbreviated,ex- cerpted or omitted at theteacher's discretion. Appraisalof the learners' needs at time will determine how best any given to use the tape.
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