Second Language Acquisition and Theory Mrs. Julie Lucas M.A. Ed

Welcome Please sign in Pick up the two handouts on BICS and CALPS and the one on how long it takes to acquire English. Read and be ready to discuss by 4:15

Articles  Get with your shape group and discuss article on BICS and CALPS. Be ready to share in 3 minutes.  Get with your color buddies and discuss article on how long it takes to learn English. Be ready to share in 3 minutes.

Agenda  Syllabus Review  Cook book Chapter 8  Break  Cook book Chapters  Group Time

Objectives  I can determine the factors for success and purposes for learning a second language.  I can orally discuss and evaluate the use of code switching in classrooms and which approach to L2 is best for children using a Jigsaw method and making a chart.

Cook Chapter 8 Are some people better at learning a second language than others? Why or why not? Are some people better at learning a second language than others? Why or why not? Discuss at table and be ready to share in three minutes.

Factors for Success  Aptitude  Age  Personality Traits  Learning Traits Discuss at table how these can affect language acquisition and be ready to share in three minutes.

Carroll’s Four Aptitudes  Phonemic coding ability: distinguish phonemes  Grammatical sensitivity: pick out grammatical functions  Inductive Language Learning Ability: generalize patterns in sentences  Role learning: Remember vocabulary lists from translations

Age  Read page 149-Box 8.3 on 150  Reflect on how language acquisition is affected by age

Which age is the best??? Meet with your grade level cluster and discuss the pros and cons to the AGE of the students you work with in relation to Language Acquisition.

Personality Traits, Learning Traits, Other Factors  Outgoing  Shy  Male  Female  High Intelligence  Low Intelligence  Read and Write in L1  Only Speak in L1  Empathy  Poverty  Middle to Upper Class Review the above list of factors for language acquisition. Discuss how you think each one plays a role. List the top three you think that if a child had it would make language acquisition easier and be ready to defend your answer. List on a sticky you can take with you to another group.

Break Time See you in 10 minutes!

Code Switching Read the information from the following boxes and pages:  Box 10.3 on page 175  Box 10.4 on page 176  Box 10.6 on page 180 Make a Square, Triangle, Circle chart  Square: List 1 thing you are squared away with (main idea)  Triangle: List 3 points (details) from the text  Circle: List 1 question you still have that is circling in your head. MAKE SURE EVERYONE IN GROUP WRITES AT LEAST ONE THING ON THE CHART!!! Be ready to share in 15 minutes!

Code Switching How should teachers address/allow code switching?  Giving instructions  Checking comprehension  Individual comments of praise  Constructive feedback  Maintain discipline  Develop BICS  Develop CALPS

Roles of Second Language Would you, as a parent, bring up children to speak two languages? Why or why not? Do you think people who go to another country should HAVE to learn the language of that country? Why or why not? Reflect and discuss at your table. 3 minutes

Roles of Second Language  Bilingualism by choice: usually made by parents, seen as furthering education  Religious use: learn language to go to church of choice  Official language or Country language: 32 countries have more than one language  Internationalism: taught for benefits outside of country  Short term or long term visitors/tourism: purpose to communicate when traveling  Communication: learn L2 to be able to speak with family or friends  Education: learning to be educated in new country  Relocation: moving to new country and need to learn to live

Three Approaches to L2 Number off Read assigned paragraph 1 – Assimilationist Language Teaching (paragraph on page 206) 2 – Transitional Language Teaching (middle of 206-top of 207) 3 – Language Maintenance and Bilingual Language Teaching (page 207) Be ready to share in 5 minutes

Three Approaches to L2  Meet with same numbered group and discuss pros and cons to YOUR approach to L2  Be ready to explain your approach in 3 minutes

Three Approaches to L2  Go back to home group and discuss all 3 approaches – teach each other  Select approach you think is best for children and why  Be ready to share in 10 minutes

Objectives  I can determine the factors for success and purposes for learning a second language.  I can orally discuss and evaluate the use of code switching in classrooms and which approach to L2 is best for children using a Jigsaw method and making a chart.

Check-Out  Did you speak tonight?  Did you listen tonight?  Did you read tonight?  Did you write tonight?  Did you use your L1 or L2 tonight to learn something new?????

Group Time and Reminders  Please remember that your Theorists Comparison is due by midnight December 5 th. You may upload to MOODLE, it, or turn it in at class that night.  Use remaining time for group work!