We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byArely Banwell
Modified over 2 years ago
Lecture #2 Second Language Theories: Research and Practice © 2014 MARY RIGGS 1
Stephen Krashen: Learning vs. acquisition Natural order Monitor Input (I + 1) Affective filter Second Language Acquisition © 2014 MARY RIGGS 2
Jim Cummins: Linguistic threshold Degree of L1 proficiency Effects of student status Context and cognitive load Dimensions of proficiency: Iceberg Common underlying proficiency Effects of prior literacy Second Language Hypotheses © 2014 MARY RIGGS 3
Other Significant Hypotheses: 2-way interaction: display vs. referential questions (Long) Acculturation (Schumann) Critical vs. sensitive period (Lenneberg and others) Optimal age for 2LA (Collier & Thomas) Older = better Diminishing returns for LOR Second Language Hypotheses © 2014 MARY RIGGS 4
Iceberg Theory: Second Language Hypotheses BICS CALP © 2014 MARY RIGGS 5
Dimensions of Language Proficiency Second Language Hypotheses Cognitively undemanding (easy) Cognitively demanding (difficult) Contextualized (visuals, realia, audio) Decontextualized (little or no context) B AC D © 2014 MARY RIGGS 6
Range of Contextual Support and Degree of Cognitive Involvement in Communicative Activities Cognitively undemanding Cognitively demanding Context embedded Context reduced B AC D ESL/T.P.R. Art, music, P.E. Following directions Face-to-face conversation Demonstrations A-V assisted lesson Math computations Science experiments Social studies projects (map activities, etc.) Telephone conversation Note on refrigerator Written directions (no diagrams or examples) Standardized tests Reading/writing Math concepts & applications Explanations of new abstract concepts Lecture with few illustrations From J. Cummins, The Role of Primary Language Development in Promoting Educational Success for Language Minority Students © 2014 MARY RIGGS 7
Student Status Status characteristics Expectations Previous experiences Attitudes Outcomes Behavior Change or reinforce Status ranking © 2014 MARY RIGGS 8
Krashens Model: Second Language Hypotheses Comprehensible Input The Affective Filter Language Acquisition Device Basic Interpersonal Communication Skills Monitor © 2014 MARY RIGGS 9
Learning vs. Acquisition Learning: Grammar-based syllabus Mastery of linguistic forms Conscious memorization Drills and exercises Teacher-directed Contrastive analysis Error correction Production skills emphasized Acquisition: Syllabus based on students needs, desires, interests Developmental emphasis Communicative goals Subconscious internalization Student-centered Errors not overtly corrected Comprehension skills emphasized © 2014 MARY RIGGS 10
Acquiring a Second Language Ineffective Practices: Sentence patterns out of context Drills, discrete repetitions Watered-down, boring stories Grammatical analysis Frequent correction of all errors Judgmental attitude Assumption that all learners can/will react the same way Effective Practices: Comprehensible input that is relevant and interesting Visuals, gestures, realia Challenging questions/stories Interaction on real-world tasks Response to content of student responses/writing Tolerance and sense of humor Sensitivity to cultural difference © 2014 MARY RIGGS 11
Stages of Acculturation © 2014 MARY RIGGS 12
2.Culture Shock: effects ranging from irritability to physiological and psychological panic and crisis: Anger, annoyance at others inattentiveness, constant complaining, disorientation, dissatisfaction, escapism, estrangement, frustration, homesickness, indecision, insecurity, loneliness, physical illness, resentment, sadness, self-pity, self-questioning of competence, social uncertainty Stages of Acculturation © 2014 MARY RIGGS 13
3.Culture stress: progress is made but individual may feel anomie, the sense that one belongs to neither culture. 4.Acculturation or assimilation: near or full recovery Stages of Acculturation © 2014 MARY RIGGS 14
© 2014 MARY RIGGS 15 Linguistic Threshold Proficiency LevelOutcome Proficient BilingualismPositive cognitive & academic effects Partial Bilingualism (native-like level in one of the languages) Neither positive nor negative effects Limited Bilingualism (low proficiency in both languages) Negative Effects
1.Display Question: In what year did Columbus arrive in the New World? (Everyone knows the teacher knows the answer to this; the student must display his/her knowledge.) 2.Referential Question: If you had sailed with Columbus, what sort of job would you have had on the ship? (No one knows what answer the student might give; the instructional conversation is open-ended.) Two-Way Interactions © 2014 MARY RIGGS 16
Brain Functions Verbal Analytical Rational Logical Linear Left: Time/Sequence Visual Perceptual Holistic Sensory Metaphoric Right: Space/Intuition FRONT BACK LEFTRIGHT © 2014 MARY RIGGS 17
Brain Products/Output Reading Speech Writing Mathematics Reason Analysis Sequence Left: Ordering Feeling Voice Intonation Expression Movement Gestures Arrangement Right: Wholeness FRONT BACK LEFTRIGHT © 2014 MARY RIGGS 18
End of Lecture #2 © 2014 MARY RIGGS 19
BILINGUAL EDUCATION A program designed to provide instruction in both a student's native language and in a second language. Bilingual education is based.
Second Language Acquisition
The English Language Proficiency Standards (ELPS) MODULE 3: ELPS and Language Proficiency Presented by the Brownsville Independent School District Bilingual.
ELL Strategies to Improve Learning
ATTITUDES: Stereotyping usually implies some type of attitude toward the culture or language in question...
explain expected stages and patterns of language development as related to first and second language acquisition (critical period hypothesis– Proficiency.
PSRC SIOP: Train the Trainer 2009 Sheltered Instruction Observation Protocol (SIOP) Leonardo Romero PSRC.
Cognitive Theories in SLA Jim Cummins. Cognitive Academic Proficiency Cummins in Baker, C. (2001)
UNIT 5 AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS.
Integrating Content Using the SIOP Model An Introduction Presented by Deborah Wilson-Allam, UCSD and Adam Bauchner, Mid-State RBERN at OCM BOCES.
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.
Second Language Acquisition Important points to remember.
JSP UNIT 5. AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS. LANGUAGE ACQUISITION RESEARCH.
Welcome to Unit 5 Seminar: Stages of Languge Acquisition Learning The Language.
Working with English Language
LANGUAGE ACQUISITION AND DEVELOPMENT STANDARDS KNOWLEDGE BASES PLANNING STANDARDS KNOWLEDGE BASES PLANNING.
Second Language Acquisition Teaching the ESOL Student in the Mainstream Classroom Module 2 – Part 1.
Three Theories on Bilingualism Cummins’ Approaches.
Second Language Acquisition L2 learned or acquired? Language learning (behavioral psychology) –Explicit knowledge –Learners know grammar terms; metalanguage.
Practice & Application SIOP Component #6.
Elizabeth Wallace Masters of Science in Education Bilingual Education Educating English Language Learners In the Elementary Classroom.
Teaching English Language Learners with Diverse Abilities.
Overview of Second Language Learning Theory & Practice
Proficiency Approach in Teaching Chinese
Presented by: Mrs. Marcia Vega The Basics of English Language Learners.
Alina Alvarez IEEE Uruguay Section
Applied Linguistics Written and Second Language Acquisition.
Stages of Second Language Acquisition
Instructional Methodology Amy Culey Central Office
Enriching Classes for ESOL Students Meeting 2: Culture, Part A Welcome!
The SIOP ® Model Understanding the English Learners in your Classroom.
This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including.
1 Second Language Acquisition Preproduction Early Production Speech Emergence Intermediate Fluency Continued Language Development.
2013 NECTFL Workshop Dr. Yu-Lan Lin
Second language learning
LANGUAGE PROFICIENCY & ACADEMIC ACHIEVEMENT. Second Language Acquisition Anticipation Guide.
SEDP 651: Multicultural and Global Perspectives in Education Language Culturally/Linguistically appropriate curriculum
English as a New Language. Educational Rights & Responsibilities Lau vs. Nichols (1974)– students entitled to an education they can access. Parents entitled.
Second Language Acquisition Think about a baby acquiring his first language. Think about a person acquiring a second language. What similarities and differences.
Theories of Second language Acquisition
ESLP 4100: ESL Pedagogy BICS AND CALP. Jim Cummins coined the terms The terms differentiate between social and academic language acquisition Social=BICS.
TOTAL PHYSICAL RESPONSE Teaching is one of the easiest jobs in the world......Teaching WELL is one of the most difficult!
Language Acquisition Theory BEHS ALP PLAN. Acculturation Acculturation is the process of adjusting to a new place, situation, or language. Your ESL students.
What is Communicative Language Teaching??. Communicative Language: Blends listening, speaking, reading, and writing. Is the expression, interpretation,
What is… Learner-Centered Instruction. What Is The Goal For A Learner-Centered Course? Making the student more responsible for his/her learning. 1.
Language learning Approaches & key theorists. Historical language approaches 1 Grammar/translation Formalised end 19 th C. Mind consisting of separate.
© 2017 SlidePlayer.com Inc. All rights reserved.