英语学习教育该做什么不该做什么
Do’s & Don’ts for Teaching English
英语教育方法分享——这些基本方法能帮助学习英语的学生！
The intense desire to learn plus the pursuit of mastery pave the road to a meaningful life.”
强烈的学习欲望加上对掌握的追求为有意义的生活铺平了道路。
– Robert Greene, “Mastery”
本翻译仅供参考学习，欢迎阅读指正交流。
Do’s & Don’ts for Teaching English-Language Learners英语学习教育该做什么不该做什么
MODELING建立模型或榜样
Do modelfor students what they are expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work samples.
为学生树立榜样，让他们知道他们应该做什么或生产什么，特别对于新的技能或活动，通过解释和演示学习行为，大声分享思考的过程，展示优秀的教师和学生作品样本。
Modeling promotes learning and motivation, as well as increasing student self-confidence—they will have a stronger belief that they can accomplish the learning task if they follow steps that were demonstrated.
这样做可以促进学习和动机，以及增加学生的自信，他们会更加相信如果遵循已展示的步骤，他们就可以完成学习任务。
RATE OF SPEECH AND WAIT TIME
语速和等待时间
Dospeak slowly and clearly,and provide students with enough time to formulate their responses, whether in speaking or in writing. Remember, they are thinking and producing in two or more languages.
一定要讲得慢而清晰，无论是口头还是书面的，给学生足够的时间来组织他们的回答。记住，他们是在用两种或两种以上的语言思考和创造句子。
After asking a question, wait for a few seconds before calling on someone to respond. This “wait time” provides all students with an opportunity to think and process, and gives especially ELLs a needed period to formulate a response.
问完问题后，等几秒钟再叫孩子回答。这个“等待时间”为所有学生提供了一个思考和创造的机会，特别是给了一个英语学习者必要的时间来组织一个答案。
Don’t speak too fast, and if a student tells you they didn’t understand what you said, never, ever repeat the same thing in a louder voice.
不要讲得太快，如果一个学生告诉你他们听不懂你说的话，千万不要大声重复同样的语言。
USE OF NON-LINGUISTIC CUES
使用非语言线索
Do use visuals, sketches, gestures, intonation, and other non-verbal cuesto make both language and content more accessible to students. Teaching with visual representations of concepts can be hugely helpful to ELLs.
一定要使用视觉、素描、手势、语调和其他非语言线索的暗示，让学生语言和内容都更容易呗理解。用视觉描述来进行抽象概念的教学对提高英语水平非常有帮助。
Don’t stand in front of the class and lecture, or rely on a textbook as your only visual aid.
不要站在教室前面讲课，或者仅仅依靠课本作为视觉辅助。
GIVING INSTRUCTIONS
如何给予教学指令
Do give verbal and written instructions—this practice can help all learners, especially ELLs. In addition, it is far easier for a teacher to point to the board in response to the inevitable repeated question, “What are we supposed to do?”
一定要给口头和书面的练习指令——这种练习可以帮助所有的学习者，尤其是英语学习者。同时，对于老师来说，在回答不可避免的重复问题“我们应该做什么?”时，指着黑板说会容易得多。
Don’tact surprised if students are lost when you haven’t clearly written and explained step-by-step directions.
当你已经清楚地写下并一步步地解释方向，学生们还是迷惑的时候，不要表现得很惊讶。
CHECK FOR UNDERSTANDING
检查他们的理解
Do regularly checkthat students are understanding the lesson. After an explanation or lesson, a teacher could say, “Please put thumbs up, thumbs down, or sideways to let me know if this is clear, and it’s perfectly fine if you don’t understand or are unsure—I just need to know.” This last phrase is essential if you want students to respond honestly.
定期检查学生是否理解了课程。在解释或上课之后，老师可以说，“请竖起大拇指，放下大拇指，或者向旁边竖起大拇指，让我知道这是否清楚。如果你不明白或者不确定，也没关系——我只需要知道。”如果你想让学生诚实回答，最后这句话是必不可少的。
Teachers can also have students quickly answer on a Post-it note that they place on their desks. The teacher can then quickly circulate to check responses.
老师还可以让学生在桌子上的便利贴上快速作答。然后老师就可以快速循环检查他们的回答。
When teachers regularly check for understanding in the classroom, students become increasingly aware of monitoring their own understanding, which serves as a model of good study skills. It also helps ensure that students are learning, thinking, understanding, comprehending, and processing at high levels.
当教师在课堂上定期检查学生的理解情况时，学生越来越意识到自己需要检验理解的程度，这是良好学习技能。它还有助于确保学生在高标准上学习、思考、理解、理解和进步。
Don’tsimply ask, “Are there any questions?” This is not an effective way to gauge what all your students are thinking. Waiting until the end of class to see what people write in their learning log is not going to provide timely feedback.
不要简单地问:“有没有问题?”“这不是一种有效的方式来衡量你所有学生的想法。等到下课后才去看人们在学习日志上写了些什么是不会了解及时反馈的。
don’t assume that students are understandingbecause they are smiling and nodding their heads—sometimes they’re just being polite.
另外，不要因为他们在微笑和点头就理解了全部内容——有时他们只是出于礼貌。
ENCOURAGE DEVELOPMENT OF HOME LANGUAGE
鼓励母语发展
Do encourage students to continue building their literacy skills in their home language,also known as L1. Research has found that learning to read in the home language promotes reading achievement in the second language as “transfer” occurs. This transfer may include phonological awareness, comprehension skills, and background knowledge.
一定要鼓励学生继续培养他们的母语读写能力，研究发现，随着“转化”的发生，学习母语阅读有助于提高第二语言的阅读成绩。这种转化可能包括语音意识、理解技能和背景知识。
While the research on transfer of L1 skills to L2 cannot be denied, it doesn’t mean that we should not encourage the use of English in class and outside of the classroom.
虽然关于母语技能向第二语言转化的研究是不可否认的，但这并不意味着我们不应该鼓励在课堂内外使用英语。
Don’t“ban” students from using their native language in the classroom. Forbidding students to use their primary languages does not promote a positive learning environment where students feel safe to take risks and make mistakes. This practice can be harmful to the relationships between teachers and students, especially if teachers act more like language police than language coaches.
不要“禁止”学生在课堂上使用母语。禁止学生使用他们的主要语言不利于促进一个积极的学生可以放心地冒险和犯错的学习环境。这种做法可能会损害老师和学生之间的关系，尤其是老师表现得更像是警察而不是教练的时候。
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