1. Now What? Second Language Acquisition & RPTE II

2. Second Language Acquisition Source: Dr. Aida Walqui PASA 2007

3. Never before has the work of schools been more complex and demanding. A powerful and apparently simple idea dominates policy discourse around schools: Students should be held to high, common standards for academic performance, and schools and teachers are accountable for ensuring that all students meet these standards. The development of English as a Second Language: School systems have never been so diverse Schools have never been so segregated and unequal Teachers have never felt more inadequate and unsupported in their work

4. Some of the most urgent issues to be addressed in the teaching of ESL The prevalence of “ESL Lifers” The prevalence of “ESL Lifers” The intermediate plateau: students who after many years of ESL classes do not still possess the ability to handle rigorous coursework in English The intermediate plateau: students who after many years of ESL classes do not still possess the ability to handle rigorous coursework in English The status and condition of ESL courses The status and condition of ESL courses False assumptions about learning a second language False assumptions about learning a second language

5. Some false assumptions in the teaching of English as a Second Language 1. The nature of language: The “componential assumption” (van lier,2004) language consists of pronunciation, vocabulary, grammar, and meaning as building blocks The “componential assumption” (van lier,2004) language consists of pronunciation, vocabulary, grammar, and meaning as building blocks Therefore, language is decomposed linguistically, and then presented piecemeal to the learners according to a sequence decided upon by syllabus writers. Therefore, language is decomposed linguistically, and then presented piecemeal to the learners according to a sequence decided upon by syllabus writers.

6. Some false assumptions in the teaching of English as a Second Language 2. One can only teach, and thus learn only one thing at a time Teach either linguistic form (grammatical structures) or function (use, meaning) Teach either linguistic form (grammatical structures) or function (use, meaning) The four skills, Listening, Speaking, Reading, and Writing should be taught separately The four skills, Listening, Speaking, Reading, and Writing should be taught separately

7. Some false assumptions in the teaching of English as a Second Language 3. An emphasis on correction Errors are regarded as barriers to proficiency Errors are regarded as barriers to proficiency It is thought that errors will fossilize and become untreatable It is thought that errors will fossilize and become untreatable The errors teachers tend to focus on are atomistic, piecemeal The errors teachers tend to focus on are atomistic, piecemeal

8. Some false assumptions in the teaching of English as a Second Language 4. The comprehensible input assumption Students learn language by being exposed to it Students learn language by being exposed to it Teacher output should be one level higher than what the students understand Teacher output should be one level higher than what the students understand

9. Some false assumptions in the teaching of English as a Second Language 5. “The warring languages assumption” (van Lier, 2004) Students using their L1 in the ESL, or subject matter classes is detrimental to the acquisition of English Students using their L1 in the ESL, or subject matter classes is detrimental to the acquisition of English If students use their native language in school this will produce transfer mistakes that will fossilize If students use their native language in school this will produce transfer mistakes that will fossilize

10. So, how is English learned as a second language?  By engaging students in complex activity that treats the communicative act as a whole, but that enables teachers to invite students to explicitly focus on specific linguistic aspects for substantive exploration Complex activity requires a communicative purpose, an explicit orientation to the communicative act, multiple opportunities to use the language in context, student use of prior knowledge, teacher and other acceptance of error, interest, collaboration Complex activity requires a communicative purpose, an explicit orientation to the communicative act, multiple opportunities to use the language in context, student use of prior knowledge, teacher and other acceptance of error, interest, collaboration

11. Quality Teaching with ELLs Is premised on apprenticeship notions of schooling. This means that students: Are perceived and treated as capable, legitimate participants Are perceived and treated as capable, legitimate participants Engage in rich, intellectually demanding interactions that have been deliberately crafted Engage in rich, intellectually demanding interactions that have been deliberately crafted Engage in high challenge, high support tasks Engage in high challenge, high support tasks Takeover responsibilities that are handed over to them Takeover responsibilities that are handed over to them

12. Framework for Evaluating Writing spelling Vocabulary Sentences/ Clauses Organization Ideas Purpose and Constraints of the Assignment