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ML Classroom research (view source)

Revision as of 10:39, 29 April 2023

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'''Difficulties teacher educators and teacher trainees face'''
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The greatest of the challenges faced by a teacher are:
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1) Knowing their students well. Understanding the socio cultural setting of children and identifying the emotional and academic needs of the learner
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2) Understanding the different learning abilities and capacities of the students.
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3) Motivating and encouraging them when the students underperform and have to deal with parental and peer pressure
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4) The gaps that are to be addressed
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What is multilingual approach in your view?
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A multilingual class, is one with a mix of students from various states or from varied socio -cultural background who may all speak different languages..
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Is it necessary to follow multilingual pedagogy in a teacher training programme
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In ELT Why /Why not
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Give some examples as how multilingual approach can be followed in a training programme
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What issues or problems are likely to be faced in a multilingual teacher training programme
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'''What issues will I have to consider in a multilingual classroom?'''
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· There is no common first language among students in a multilingual classroom. ...
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· Cultural experiences of students differ. ...
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· Students in a multilingual class are making different mistakes in structure and pronunciation. ...
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· Students have different learning styles.
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'''How should we train teachers on adopting multilingual approach in the class room?'''
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Create an awareness among teachers on the importance of Multilanguage pedagogy.
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They should be trained to identify the language needs of the learners
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They should be trained to appreciate and accept students’ ideas and expressions in their own mother tongue.
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Familiarize a few activities that would help them to promote multilingual pedagogy in the class room
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'''Suggest a few activities to promote multilingual pedagogy in the class room/school'''
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· Greetings. Ask your multilingual students to teach their classmates a greeting in their home language. ...
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· Labels. ...
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· A multilingual word wall. ...
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· Multilingual reading material. ...
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· Multilingual dictionaries.
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· Multilingual games
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· Multilingual plays
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· Multilingual songs
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· Multilingual evaluation tools
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· Multilingual videos
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.
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'''What issues will I have to consider in a multilingual classroom?'''
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'''There is no common first language among students in a multilingual classroom.'''
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Students in a multilingual classroom can’t chat in their first language or turn to their classmate to clarify a grammar point or define a vocab word in their mother tongue. All communication has to be in the common language—English. While more challenging, this is great practice for students!
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'''Cultural experiences of students differ.'''
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The fact that students come from vastly different countries and cultures makes for great conversation starters in class. As the teacher, you can use culture as a springboard to introduce class topics like worldwide holidays or food vocabulary or otherwise stimulate the class with new perspectives.
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'''Students in a multilingual class are making different mistakes in structure and pronunciation.'''
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Students in a monolingual classroom often understand each other not because they speak correctly, but because they all make the same mistakes. For example, a classroom of Chinese students may all struggle with the “r” sound in English, so they understand their classmate when he mispronounces words with “r.” However, if that same Chinese student is in a multilingual classroom, he will need to pronounce “r” words so that ''everyone'' in the room understands him. This has the potential to make all students in the class better speakers and listeners.
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'''Students have different learning styles.'''
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Learning styles can differ from one culture to the next, too. The mix of students in a multilingual classroom means you’ll have students from cultures where the teacher’s role is to lecture and give tests, mixed with students from cultures where students are encouraged to actively participate in class. Pair work and small groups made up of students from different cultures can be the perfect opportunity for students to get out of their comfort zone and try a new approach to learning English.
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Activities
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1. PARTS OF BODY
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2 .CRIES OF BIRDS AND ANIMALS
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3. FAMILY MEMBERS
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4. GREETINGS
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5. INSTRUCTIONS
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6. FEELINGS AND EXPRESSIONS
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Family
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{| class="wikitable"
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|
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|'''TELUGU'''
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|'''KANNADA'''
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|'''TAMIL'''
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|'''MALAYALAM'''
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|'''ENGLISH'''
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|-
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|
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| rowspan="10" |TAṆḌRI
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TALLI
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BHĀRYA
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BHARTA
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 +
KOḌUKU
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KŪTURU
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SISṬAR
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BRADAR
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GRĀṆḌ PHĀDAR
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GRĀṆḌ MADAR
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| rowspan="10" |TANDE
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TĀYI
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PATNI
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GAṆḌA
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MAGA
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MAGAḶU
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SŌDARI
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SAHŌDARA
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GRYĀṆḌ PHĀDAR
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AJJI
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| rowspan="10" |APPĀ
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AM'MĀ
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MAṈAIVI
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KAṆAVAR
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MAKAṈ
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MAKAḶ
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CAKŌTARI
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CAKŌTARAṈ
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TĀTTĀ
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PĀṬṬI
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| rowspan="10" |ACHAN
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AMMA
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BHARYA
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BHARTHAAV
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MAKAN
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 +
MAKAL
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SAHODHARAN
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SAHODHARI
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MUTHACHAN
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MUTHASSI
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| rowspan="10" |FATHER
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MOTHER
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WIFE
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HUSBAND
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 +
SON
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DAUGHTER
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SISTER
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BROTHER
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GRAND FATHER
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GRAND MOTHER
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|-
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|
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|-
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|
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|-
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|
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|-
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|
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|-
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|
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|-
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|
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|-
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|
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|-
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|
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|-
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|
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|} 
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'''PARTS OF BODY'''
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{| class="wikitable"
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|
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|'''TELUGU'''
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|'''KANNADA'''
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|'''TAMIL'''
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|'''MALAYALAM'''
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|'''ENGLISH'''
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|-
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|1
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2
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3
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4
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5
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6
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7
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8
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9
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10
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|KAḶḶU
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MUKKU
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 +
CEVULU
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 +
NŌRU
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 +
JUṬṬU
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 +
VĒLU
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PAḶḶU
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MEḌA
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CEMPA
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BOḌḌU
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|KAṆṆUGAḶU
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MŪGU
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KIVIGAḶU
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BĀYI
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 +
KŪDALU
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BERAḶU
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HALLUGAḶU
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KUTTIGE
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KENNE
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BELLI
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|KAṆKAḶ
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MŪKKU
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 +
KĀTUKAḶ
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 +
VĀY
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 +
MUṬI
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 +
VIRAL
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PAṞKAḶ
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KAḺUTTU
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KAṈṈATTIL
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TOPPAI
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|KANNUKAL
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MOOKKU
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CHEVIKAL
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VAAYA
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 +
MUDI
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VIRAL
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PALLUKAL
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KAZHUTHU
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KAVIL
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VAYAR
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|EYES
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NOSE
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EARS
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MOUTH
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HAIR
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FINGER
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TEETH
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NECK
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CHEEK
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BELLY
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|}
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'''CRIES OF BIRDS AND ANIMAL'''
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{| class="wikitable"
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|
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|'''TELUGU'''
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|'''KANNADA'''
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|'''TAMIL'''
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|'''MALAYALAM'''
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|'''ENGLISH'''
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|-
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|1
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| rowspan="10" |KĀKKĀ
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TĀRĀV
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KŌJI
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MŪṄGĀ
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PŪCĀ
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 +
PASHU
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PAṬṬI
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 +
AADU
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KUYIL
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ṬHAVALA
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| rowspan="10" |KĀKKA
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THĀRAV
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KŌḶI
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MŪṄGĀ
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PŪCĀ
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 +
PAŚU
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 +
PAṬṬI
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 +
AADU
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KUYIL
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 +
ṬHAVAḶA
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| rowspan="10" |KĀKKĀ
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TĀRAV
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KŌḺI
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MŪṄKĀ
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PŪCCĀ
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PAṢU
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PAṬṬI
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AADU
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KUYIL
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TAVALA
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| rowspan="10" |KAAKKA
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THAARAV
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 +
KOZHI
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 +
MOONGA
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 +
POOCHA
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 +
PASHU
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 +
PATTI
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 +
AADU
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 +
KUYIL
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THAVALA
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| rowspan="10" |CROW
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DUCK
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COCK
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OWL
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CAT
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COW
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 +
DOG
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GOAT
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 +
CUCKOO
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 +
FROG
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|-
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|2
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|-
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|3
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|-
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|4
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|-
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|5
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|-
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|6
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|-
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|7
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|-
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|8
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|-
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|9
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|-
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|10
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|} 
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{| class="wikitable"
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|
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|'''TELUGU'''
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|'''KANNADA'''
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|'''TAMIL'''
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|'''MALAYALAM'''
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|'''ENGLISH'''
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|-
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|1
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2
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3
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4
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5
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6
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7
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8
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9
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10
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|SIT
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CŪḌU
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TĪSUKŌVAḌAṀ
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CĒYI
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GAṬṬIGA CADUVUMU
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CAKKAGĀ VRĀYAṆḌI
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JĀGRATTAGĀ VINAṆḌI
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MĪ SANDĒHĀLANU KLIYAR CĒYAṆḌI
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CĀLĀ BĀGUNDI
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BĀGĀ CĒSĀRU
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|SIT
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NŌḌU
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TEGEDUKOḶḶI
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ADANNU MĀḌI
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GAṬṬIYĀGI ŌDU
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ANDAVĀGI BAREYIRI
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GAMANAVIṬṬU KĒḶI
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NIM'MA ANUMĀNAGAḶANNU TERAVUGOḶISI
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TUMBĀ OḶḶEYADU
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CENNĀGIDE
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|UṬKĀRA
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PĀR
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EṬUTTUKKOḶ
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 +
CEY
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 +
URAKKAPPAṬI
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NĒRTTIYĀKA EḺUTUṄKAḶ
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KAVAṈAMĀKA KĒḶUṄKAḶ
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UṄKAḶ CANTĒKAṄKAḶAI TEḶIVUPAṬUTTUṄKAḶ
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MIKAVUM NALLATU
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NAṈṞĀKA MUṬINTATU
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|IRIKKOOO
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 +
NOKKOO
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 +
EDUKKOO
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 +
CHEYYU
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 +
URAKKE VAAYIKKU
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 +
VRITHIYAAYI EZHUTHOO
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 +
SRADDHICH KELKKU
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SAMSHAYAM THEERKKOOO
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VALARE NALLATHU
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NANNAAYI CHEYTHU
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|SIT
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LOOK
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 +
TAKE
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DO IT
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READ ALOUD
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WRITE NEATLY
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LISTEN CAREFULLY
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CLEAR YOUR DOUBTS
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VERY GOOD
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WELL DONE
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|}
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{| class="wikitable"
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|
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|'''TELUGU'''
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|'''KANNADA'''
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|'''TAMIL'''
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|'''MALAYALAM'''
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|'''ENGLISH'''
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|-
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|1
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| rowspan="4" |MAḶḶI KALUDDĀṀ
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MĪRU ELĀ UNNĀRU
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MĪ ILLU EKKAḌA
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NĪ PĒRU ĒMIṬI
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| rowspan="4" |NIM'MANNU NŌḌI
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NĪVU HĒGIDDĪRI
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NIM'MA MANE ELLI
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NINNA HESARĒNU
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| rowspan="4" |PĀRKKIṞĒṈ
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EPPAṬI IRUKKIṞĪRKAḶ
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UṈ VĪṬU EṄKĒ
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UṄKAḶ PEYAR EṈṈA
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| rowspan="4" |KAANAAM
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SUKHAMAANO
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NINGALUDE VEEDU EVIDEYAANU
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NINGALUDE PERU ENTHAANU
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| rowspan="4" |SEE YOU
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HOW ARE YOU
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WHERE IS YOUR HOUSE
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WHAT IS YOUR NAME
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|-
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|2
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|-
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|3
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|-
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|4
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|} 
    
'''<big>Classroom-based Research</big>'''   
 
'''<big>Classroom-based Research</big>'''   
Raveendran K V
RIESI
37

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Retrieved from "https://karnatakaeducation.org.in/KOER/en/index.php/Special:MobileDiff/39461"

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