1. L2 L1 Teaching Novice Learners to turn off their “English brains”
Teaching Novice Learners to turn off their “English brains”

2. Time Limit:
2 min.

3. Why do students continually make these same mistakes?!
~~~~~~~~~~~~~~~~~~~~~~~~~~~
What if these so-called mistakes are a natural part of language acquisition?

4. L1 Question:
What are some mistakes that children typically make in their first language?
Quick Turn & Talk (2 min.)
*because we could spend the whole hour on this

5. Imgur.com/memes

6. So why is that what we do in a second language classroom?
How does it affect the students when we do that?
Jokingart.com (via google images)
How do you feel when someone corrects you?

7. BRAIN
BREAK

8. L1 *Strong brain *Constant use *Years of experience Is it perfect?
Infallible?
Mature?
Of course not!
Image from

9. L2 *A “baby” brain *Never / hardly ever been used *No experience
…but it has HUGE potential for growth

11. Ejemplos: Me llamo es… Soy hambre. Ella es no… Exemples:
Je suis 15 ans.
Elle cherche pour
Tu es chante.
Slideplayer.com

12. https://wlclassroom.com/2016/06/02/memory/

13. Bill VanPatten (the Diva of SLA)
Performance
Proficiency
Quiz = intake – short term memory. This is why kids can know the rules but not apply them consistently.
Podcast:
Tea with BVP

14. BRAIN
BREAK

15. The so-called mistakes students -especially novice learners- make are:
Interlanguage, which is a natural part of the language acquisition process (as seen in L1)
Often the result of L1 interference in L2. If the student hasn’t mastered the rule in the L2, they may fill in “pad” with the rule from their L1
A result of having learned rules (intake) but not acquired language (uptake).

16. According to Newmark (1966), first language influence… is simply the result of the performer being "called on to perform before he has leaned the new behaviour". The result is "padding", using old knowledge, supplying what is known to make up for what is not known. Newmark suggests that the "cure for interference is simply the cure for ignorance: learning"

17. How can we help students acquire language so that it becomes part of their uptake (long-term memory)?
It comes down to providing as much Comprehensible Input as possible to students, both listening and reading.
The more exposure students have to input that is comprehensible to them the more likely the language will make its way to long-term memory.
This is mostly a subconscious process in which language is ACQUIRED rather than LEARNED.
See the research of Dr. Steven Krashen

18. Learning vs Acquisition
Learning a language
Acquiring a language
Conscious effort
Subconscious, effortless
Memorize Vocab Lists
Focus on High Frequency Vocab.
Conjugate Verbs
Comprehension precedes production
Listen & Read before Speak & Write
Learn the Grammatical Rules
Use the rules to speak
Know what “feels” right
Focus on how to say something
Focus on what is being said

19. Krashen’s theory on SLA (Second Language Acquisition)
1. Becoming fluent (acquiring) a language is different from learning about grammatical
rules.
2. Knowing & thinking about grammar rules helps polish formal writing but can
hinder natural communication.
3. Languages have a “Natural Order” where some aspects of the language come
more quickly than others.
4. We need lots of input just above what we can already understand in order to
acquire more language ability.
5. If we are unmotivated, dislike the language or feel anxious about it, our progress
will be hindered.

20. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. 

21. So, can students turn off their L1 brains?
Should they?

22. We can NORMALIZE the “errors” they’re making
We can NORMALIZE the “errors” they’re making. When they know that this is just part of the normal process of learning acquisition. That keeps their Affective Filters lower and allows them to acquire more language.
We can stop thinking about them as “mistakes” and realize that these “errors” are just part of their Interlanguage.
Maybe we can stop asking students to do things they’re not capable of doing yet and getting frustrated when they fall short?

23. Madeira Beach Fundamental MS
Merci beaucoup
Muchas gracias
Michelle Browett
Madeira Beach Fundamental MS

24. Some of the Big Names in SLA (Second Language Acquisition) &CI (Comprehensible Input)… with links, of course 
Dr. Steven Krashen
Annabelle Allen
Bill VanPatten
Mike Peto
Ben Slavic
Carol Gaab
Tina Hargaden
Carrie Toth
Martina Bex
Kristy Placido
Grant Boulanger
Mira Canion