1. Second Language Acquisition and Theory Mrs. Julie Lucas jlucas@washoeschools.net 623-330-8558

2. Welcome to Class Remember to sign-in! Start looking through the WIDA handbook you received last week and especially focus on how the Can Do’s build as you go up from Pre-K through 12 th grade and across the language levels. Be ready to share an “Aha” at 4:10.

3. Agenda WIDA Overview Objectives Cook Book Chapter 12 Break Cook Book Chapter 13 Objectives Group Project Time

4. Welcome to the World of WIDA A Brief Overview Levels (old and new) Five Standards (change to content focus) Features of Academic Language (linguistic complexity, language forms and conventions, vocabulary usage) Levels (paragraph/discourse, sentence, word/phrase) Writing Rubric Can Do’s

5. Objectives I can evaluate and explain the six different models of L2 learning by reading, discussing, and creating a graphic organizer explaining my assigned model. (combo objective) I can evaluate the positive and negative aspects of the five different language teaching styles by reading and making a +/- T-Chart for all five teaching styles. (combo objective)

6. Models of L2 Learning Get ready to stack and move Number off 1-6 Report to new tables with Cook Book Introduce yourself to your table and tell them what do you think is the single most important thing a teacher can TEACH to a student learning L2 (grammar, vocabulary, discourse/conversation, etc.)

7. Research and Report Read about your assigned model and answer the following questions: 1. What is the basis of your language learning model? 2. What role does the teacher play in your language learning model? Create a graphic organizer that models the answers to the two questions above. Be ready to share in 30 minutes.

8. Learning Models 1’sUniversal Grammar Model (215-217) 2’sCompetition Model (219-222) 3’sSocio-Educational Model (223-224) 4’sInteraction Approach (225-227) 5’sSociocultural Theory (228-230) 6’sMulti-Competence (231-233)

9. Summing it Up Universal Grammar: Knowledge of language exists, set parameters of new language, emphasize how vocabulary occurs within language Competition Model: Word order, subject/verb agreement, pronoun case, animacy, maximize practice Socio-educational Model: Integrativeness and attitudes towards learning, motivation

10. Summing It Up Interaction Approach: Interaction, negotiation of meaning, restating, clarification, elicitation, repetition Sociocultural Theory: Internalization, zone of proximal development, scaffolding Multi-Competence: Focus on L2 as a process that can build from L1

11. Check-In Think about the 6 models presented and discussed. Which one do you connect with the most? Which makes the most sense? How can we use this activity in the classroom? Teaching vs. Facilitating

12. Break Time, Take Ten!!!

13. Welcome Back Complete Box 13.1 on page 236- 237 on own about style of language teaching

14. Summaries of Styles Academic Style: L2 as a separate academic subject Audio-Lingual: Dialogues, structure drills, formal lessons Communicative Style: Learn by interaction, role play, less academic Task Based: Tasks focused on fluency, accuracy, complexity Mainstream EFL (English as a Foreign Language): Combines Academic and Audio-Lingual, presentation, substitution, role play

15. Positive/Negative Number off 1-5 As a group travel around to the +/- T Chart and list a positive and a negative about each type of Language Teaching Style Do not repeat what another group has written Refer to Chapter 13 of the Cook Book for help Change every 7 minutes signaled by lights Last group at poster will share

16. Which style is best??? What do your students need? What works with your teaching style and classroom? Toolbox

17. Objectives I can evaluate and explain the six different models of L2 learning by reading, discussing, and creating a graphic organizer explaining my assigned model. (combo objective) I can evaluate the positive and negative aspects of the five different language teaching styles by reading and making a +/- T-Chart for all five teaching styles. (combo objective)

18. Group Time and Reminders Cultural and Linguistic Auto-Biography Due December 19 th on MOODLE, in class, or sent to school email. MOODLE 3 will be live for you to work on Use the rest of time for group work