Principles of Instructed Second Language Learning Dee Reid, School Support Services, The University of Waikato

1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence 2. Instruction needs to ensure that learners focus predominantly on meaning 3. Instruction needs to ensure that learners also focus on form 4. Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge 5. Instruction needs to take into account the learner’s “built-in syllabus”. 6. Successful instructed language learning requires extensive target language input 7. Successful instructed language learning also requires opportunities for output 8. The opportunity to interact in the target language is central to developing proficiency 9. Instruction needs to take account of individual differences in learners 10. In assessing learners’ target language proficiency it is important to examine free as well as controlled production Ten Principles...

1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence 6. Successful instructed language learning requires extensive target language input 7. Successful instructed language learning also requires opportunities for output 8. The opportunity to interact in the target language is central to developing proficiency Focus on Four...

 Co-construction of useful kīwaha / phrases e.g. Kei te pēhea koe?  Focus on fluency before accuracy (it’s ok to make mistakes)  Explain language patterns when appropriate  Teacher uses te reo Māori as much as possible  Posters of te reo Māori on wall – used in context  Words and phrases being used in context are displayed  Wall charts showing language patterns  Student errors are being made, and that’s okay What does it mean? What could it look like in the classroom? 1…repertoire of formulaic expressions

 Learners are provided with lots of opportunities to listen, read and view the target language inside and outside lesson times  Teacher uses the te reo Māori as much as possible  Opportunities to listen to te reo Māori ~ whakarongo  Opportunities to read te reo Māori ~ pānui  Opportunities to view te reo Māori ~ mātakitaki  Provide lots of opportunities for students to access te reo Māori outside of lesson times What does it mean? What could it look like in the classroom? 6… extensive target language input

 Learners are provided with lots of opportunities to speak, write and present in the target language during lesson times  AND opportunities outside of lesson times  Opportunities to speak in te reo Māori ~ kōrero  Opportunities to write in te reo Māori ~ tuhituhi  Opportunities to present in te reo Māori ~ whakaatu  Focussing on fluency first then accuracy What does it mean? What could it look like in the classroom? 7…opportunities for output

 Such opportunities are encompassing of three interaction goals: Core:  Focus on lesson content Framework:  Focus on classroom management and task accomplishment Social:  Focus on personal life Co-construct tasks with students, ensuring that tasks:  Give learners a chance to express own personal meaning  Be beyond their current level of proficiency  Have an authentic reason to interact  Group learners in mixed ability  Opportunities given to learners to interact in te reo Māori to seek personal information What does it mean? What could it look like in the classroom? 8…opportunities to interact

How was a Teaching as Inquiry context applied to this initiative? Why? Jeanne Gilbert, Nadine Malcolm, Dee Reid

Teaching as Inquiry – evidence and reflection Jeanne Gilbert, Nadine Malcolm, Dee Reid

Magical Mystery Tour Jeanne Gilbert, Nadine Malcolm, Dee Reid Hukanui Map

Jeanne Gilbert, Nadine Malcolm, Dee Reid Identified next steps from teaching as inquiry projects The need for a strategic plan and resource banks? How did the lead group workshop these? What do they look like? PMI

2012 Jeanne Gilbert, Nadine Malcolm, Dee Reid How does the school make this programme dynamic? i.e. how is this a living document with feedback and feedforward opportunities built in for coach and teachers? Resource bank – feedback and feedforward Walk through focus docs

Jeanne Gilbert, Nadine Malcolm, Dee Reid Expectations and next steps - Embedding practice of te reo and tikanga Māori at Hukanui school Formulaic language spoken by the teachers would be heard at any given time throughout the day as part of normal practice. Including assemblies, special events and sports days etc Formulaic language would be displayed around the classroom ( these are not only decorative but help prompt tamariki and kaiako ) This is useful for beginners of te reo and used in class newsletters. At least one half hour lesson of specific te reo Māori taught a week. This is to be ‘new learning’ Evidence that practice has taken place between visits from Nadine. Kaiako are to use the new draft resource bank and provide feedback on the usefulness of this document.

2012 support for schools Jeanne Gilbert, Nadine Malcolm, Dee Reid Dee Reid: Renee Paki: Jeanne Gilbert: Te Manawa Pou – original concept was to provide support and learning opportunities for rural schools or where the teacher of TRM was operating in isolation in a school Poipoa te reo – support for the teaching of Māori in English medium schools – restricted eligibility 3, 4a,4b on Māori language scale. Jeanne Gilbert Consultancy: business card and blog:

Jeanne Gilbert, Nadine Malcolm, Dee Reid