L2 Methodologies South Asian Languages

Focus Who is the second language learner? What does s/he bring to class?

Needs Analysis Topic study pop culture current affairs Method small group discussion Formal language study Skills speaking Writing Assessment teacher assess my work

Learner types and learning preferences Concrete learners games, videos, talking in pairs Analytical learners grammar, read newspapers, study alone Communicative learners watching, listening, using L2 outside Authority-oriented learners teacher explanation, textbook

Task Outcomes Learners produce greater quantity and variety of language in group work versus teacher-fronted activities. In group work, NNS-NNS interaction produce more talk. Learners who have opportunities to negotiate meaning (make clarification requests and check comprehension) do better at comprehension than those learners receiving simplified input. Communication-based + grammar-focus instruction works better than grammar-only OR communication- only instruction.

Examplar Greetings Pre-activity: Background Video presentation Activity: Making observations Post-activity: Application

Pre-activity Background activation Situating the context

Activity Making observations Kinds of information conveyed Linguistic realizations Role relations Kinship terms Forms of address

Activity contd. Question: Are heritage/non-heritage speakers going to observe all the information there? If not, then how can we make them observe the various fictive kinship terms, forms of address, and the linguistic expression of greetings?

Post-activity Applying it to our own teaching/learning experience Personal narratives

Skills activity Listening Speaking Writing

Conclusions Focus on DISCOVERING culture Language is the instrument/tool/medium of that DISCOVERY Learner is ACTIVE Teacher’s role: Keeping learner ACTIVE