JSP 2011-2012 UNIT 5. AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS. LANGUAGE ACQUISITION RESEARCH.

Slides:



Advertisements
Similar presentations
T H A N K Y O U !. Charlie Robinson Charlie
Advertisements

Grammar & Communication in the FL Classroom
Strategies and Methods
Second Language Acquisition
English Learners and IB Nora Elementary December 6, 2011.
THEORY OF SECOND LANGUAGE LEARNING
Krashen’s “monitor model” The acquisition-learning hypothesis The monitor hypothesis The natural order hypothesis The input hypothesis The affective.
Second Language Acquisition
Second Language Acquisition
Chapter 4 Key Concepts.
Dr. Abdelrahim Hamid Mugaddam.  Second language acquisition is a complex process  Complexity: separate but interelated factors that are difficult to.
Theories of Second language Acquisition
The Basics of Language Acquisition
Jsp UNIT 2. EDUCATION IN A MULTILINGUAL SOCIETY POLICY FOR DEVELOPING SECOND AND THIRD LANGUAGES AS MEDIA FOR LEARNING.
English as an additional language in ITE (4 th edition – 2010) Raymonde Sneddon University of East London.
The SIOP ® Model Understanding the English Learners in your Classroom.
The Natural Approach Introduction. **The term NA was developed by Tracy Terrl and Stephen Krashen in 1977 **The term NA was developed by Tracy Terrl and.
Continuing dominance of “language of instruction” debate.
Specific Considerations in Evaluating Teachers of ELLs Adam Bauchner Mid-State Regional Bilingual Education Resource Network.
Education of English Conversation
1 Second Language Acquisition Preproduction Early Production Speech Emergence Intermediate Fluency Continued Language Development.
Article Summary – EDU 215 Dr. Megan J. Scranton 1.
LANGUAGE ACQUISITION AND DEVELOPMENT STANDARDS KNOWLEDGE BASES PLANNING STANDARDS KNOWLEDGE BASES PLANNING.
ENGLISH LANGUAGE LEARNERS * * Adapted from March 2004 NJ DOE presentation by Peggy Freedson-Gonzalez.
JSP  To show different aspects taking part in the didactic approaches to language teaching.  To know the.
Chapter 6 ~~~~~ Oral And English Language Learner/Bilingual Assessment.
Saskatchewan Ministry of Education Part 1 Foundations of Language Learning: Background Information Tuesday, October 27 th, 2009 STF Building - Eamer.
Basic concepts of language learning & teaching materials.
Second Language Acquisition
Explaining second language learning
English as a Second Language. Vocabulary Terms w ESL w ESOL w CLD w The field of English as a Second Language w The learners who participate ESL w Culturally.
UNIT 5 AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS.
PSRC SIOP: Train the Trainer 2009 Sheltered Instruction Observation Protocol (SIOP) Leonardo Romero PSRC.
Welcome to Unit 5 Seminar: Stages of Languge Acquisition Learning The Language.
1 Taiwan Teacher Professional Development Series: Seeking a Culturally Responsive Pedagogy July 19, 2010.
Operational Definitions Dr. Elva Cerda Pérez University of Texas /TSC Brownsville.
Natural Stages of Language Development: Teaching Learners through Principles of Language Acquisition TLPI Spring 2007 Prepared by Virginia Shannon.
T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Effective teaching and learning for second.
How Languages are Learned and Acquired
UNIT 7. DIDACTIC APPROACHES
Dr. Megan J. Scranton Neumann University
Second Language Acquisition for Teachers
Second Language Acquisition
Parents as Partners in Education, 8e © 2012 Pearson Education, Inc. All rights reserved. Working with Culturally and Linguistically Diverse Groups Addressing.
 B. F. Skinner (operant conditioning, reward-based)  Children learn language through stimulus, response, and reinforcement  Infants learn oral language.
This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including.
Principles of Effective Teaching of Reading (and Writing and Oral Language)
Second Language Acquisition Theories (A brief description) Compiled by: Nicole Lefever.
Language Acquisition and Learning Processes David Keffer Student # Learning and Human Development Morning Class.
UNIT 10. CLIL LESSON PLANNING JSP A IMS OF THE UNIT Describe instructional indicators and strategies for classroom organization and elivery.
 explain expected stages and patterns of language development as related to first and second language acquisition (critical period hypothesis– Proficiency.
Second Language Acquisition and Teacher Preparation for Teachers of English Language Learners Mikel Cole, MEd Department of Teaching and Learning Language,
Piaget, Vygotsky, Bruner, Krashen, Chomsky
Using TESOL’s Standards to Guide Instructional Design
Second Language Acquisition Important points to remember.
Second Language Development
Teaching English Language Learners _______________________________ Implementing WIDA and TESOL.
Session 1&2 Subject information: Languages Activity 11 & 12 From "learning the skills” to “application of skills" 1.
Second Language Acquisition Think about a baby acquiring his first language. Think about a person acquiring a second language. What similarities and differences.
Three Theories on Bilingualism
Working with Young Children who are Learning English as a New Language D.Badamgarav Ts.Bayasgalan N. Khishigdulam MSUE TESOL conference, 2014.
Second Language Acquisition To Think About: Think about a baby acquiring his/her first language. Think about a person acquiring a second language. What.
TODAY’S SITUATION Teachers in a self-contained classroom, as well as those in core content classes such as Social Studies, Math, Science, and Language.
Damaso Albino, MU Lysandra Alexander, PDE Jane Hershberger, CCIU
Explaining Second Language Learning
UNIT 5. AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS.
Performance Indicator F: Performance Indicator G
Chapter 15 The natural approach
CLIL: a short insight into an innovative approach
Presentation transcript:

JSP UNIT 5. AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS. LANGUAGE ACQUISITION RESEARCH.

JSP AIMS OF THE SESSION Knowing several language acquisition theories: – The Common Underlying Proficiency Theory and the Iceberg Metaphor. – The Interlanguage. – Interactionism and the Scaffolding Recognizing the factors that affect language acquisition.

JSP INTRODUCTION “LANGUAGES EMBODY THE INTELLECTUAL WEALTH OF THE PEOPLE THAT SPEAK THEM. LOSING ANY OF THEM IS LIKE DROPPING A BOMB ON THE LOVRE” (Ken Hale, linguist)

JSP SUPPORTING MOTHER TONGUE Advantages of maintaing one’s mother language: – Personal identity – Cultural heritage – Intercultural understanding – Skills supporting cognitive development – Additive bilingualism vs. Substractive bilingualism – Many opportunities for schools and students – European Council ideas on intercultural awareness – Multilingualism

JSP BILINGUALISM Bilingual Kids from Parents.wmv

JSP BILINGUALISM ADDITIVE BILINGUALISM – “Social and emotional conditions for learning that value all languages and cultures and affirm the identity of each learner and promote self steem.” – Does not replace the mother tongue. SUBSTRACTIVE BILINGUALISM – Does not affirm identity – Another language replaces the mother tongue – Colonial situations or political situations in which one language is over another language.

JSP THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR Jim Cummins (Canada, 1980) “People who are learning a second language are not faced with a totally unmapped territory” Common framework of language structures and functions = Common underlying proficiency (CUP)

JSP THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR Basic Interpersonal Communication Skills (BICS): language needed to interact in social contexts, language used in everyday communication or informal settings. Cognitive Academic Language Proficiency (CALP): formal academic learning. Thinking skills: analysis, synthesis, evaluation related to CALP.

JSP THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR

JSP THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR CUP implies the interdependence hypothesis: the surface features of any two languages may be different (BICS), but the underlying cognitive proficiency skills are common across languages (CALP). Linguistic exposure and experience in two languages can promote the cognitive academic skills underlying both languages.

JSP THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR

JSP THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR CUP linked to CALP Cognitive Academic Language Proficiency Type of language that allows for the transfer of academic skills from one language to another. The aim of high quality bilingual education

JSP THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR Bilingual or multilingual people with meaningful exposure and experience develop CUP skills which enable the development of CALP skills in both languages. ONE CENTRAL PROCESSING SYSTEM

JSP THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR In summary, – Child’s first language is not a hindrance – Cognitive and academic skills transfer to the new language – Such skills are interdependent across languages. – The knowledge of one language helps to learn the second (or third) language

JSP THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR LITERACY SKILLS THAT CAN BE TRANSFERRED : – Directionality – Sequencing – Ability to distinguish shapes and sounds – Kwoledge that written symbols correspond to sounds and can be decoded in order and direction – Semantic and sytantic knowledge – Text structure – Use of clues to predict meaning – Variety of purposes – Confidence in oneself CRITICAL AND CULTURAL LITERACY DO NOT TRANSFER

JSP FACTORS AFFECTING LANGUAGE ACQUISITION (I) Case study: an oral production of a 5 year old bilingual boy. At school: “Pau m’ha pushat” “I not can do this” / “I no can’t do this” “I not want to go” / “I not want go” “Lucia not goes” / “She not go” “Want you this” “Me no like this homework” At home: “M’he deixat el llibre on the table” “Estic on the carpet”

JSP FACTORS AFFECTING LANGUAGE ACQUISITION (II) Language transfer: appliance of native language knowledge to a second language. Interference or negative transfer: errors originated in the application of L1 grammar rules to the construction of L2. The greater the differences between the languages, the more negative transfer will result (false friends). Interlanguage: linguistic system developed by a learner of a L2 who has not become fully proficient yet but who is approximating to the target language. (Spanglish)

JSP INTERACTIONISM (I) Krashen and language acquisition.wmv

JSP INTERACTIONISM (II) Interaction between the learner and the language environment Innate cognitive processes Adults use modified input to address children ESL learners need comprehensible input to make sense Background knowledge Language level of the lesson Production of meaningful output and reception of feedback. Differences between second language natural acquisition and second language formal acquisition.

JSP INTERACTIONISM (III) KRASHEN’S 5 MAIN HYPOTHESIS – The natural approach: we learn in a predictable order. 5 stages: Preproduction Early production Speech emergence Intermediate fluency Advanced level – The acquisition learning hypothesis: acquisition vs. learning – Monitor hypothesis – Input hypothesis – (Positive) affective filter

JSP INTERACTIONISM (IV) KRASHEN’S THEORY APPLIED TO CLASSROOM: – Meaningful input – Real life communication – Foster positive situations – Limited use of grammar teaching – Correction of mistakes only during learning – Natural focus: communicative skills, comprehension before production, speaking and writing skills when the pupil is prepared, acquisition better than learning, low affective filter

JSP INTERACTIONISM (V) BRUNER – Scaffolding “Provision of appropriate assistance to students so that they may achieve what alone would have been too difficult for them.” Comprehensive input Teachers predict students’ difficulties VYGOTSKY – Proximal development(ZDP) Notional gap between A) the learner’s current developmental level B) the learner’s potential level

JSP SEE YOU NEXT WEEK THANKS FOR YOUR ATTENTION