Presentation on theme: "Dong-Bin Jeong, Ph.D. (Chung-Ang University). U-WBA & Association: Childhood English Teaching and Learning for the 21st Century Dong-Bin Jeong, Ph.D."— Presentation transcript:
Dong-Bin Jeong, Ph.D. (Chung-Ang University)
U-WBA & Association: Childhood English Teaching and Learning for the 21st Century Dong-Bin Jeong, Ph.D. (Chung-Ang Univ.)
U-WBA & Association: Childhood English Teaching and Learning for the 21st Century The Model of the Ubiquitous Whole Brain Approach (U-WBA) to Childhood English Teaching and Learning
Contents I. Introduction II. The Importance of U-WBA III. A New Direction of U-WBA & Association IV. Ideological Foundations V. Principles of Language Development VI. A New Model of U-WBA VII. Conclusion Reference
I. Introduction 1. To exploit the Ubiquitous learning and teaching Model (U-WBA Model) 2. To develop a new approach to childhood English teaching and learning (Whole Brain Approach=WBA)
II. The Importance of U-WBA & CETL 1. Characteristics of Childhood IQ & Language 1) Critical period (Lenneberg, 1967) 2) Acquisition vs Learning (Krashen, 1972) 3) Fundamental learning (Bloom, 1999) 4) Learning steps (Brown, 1973) Nonreversibility (Piaget, 1952)
2. Potential Abilities to Develop Montessori, M. (1976) Children-50 times than adults 1) Potential Gifted, Talented, Creative (GTC) children 2) Curiosity: Basic Needs of Infants
3. Experimental Studies of Brain Vester, F. (1995): Control group – Normal mice Experimental group – Visual disorders of mice (Result: No developmental processes of brain and its function)
4. Law of Successive Diminution of Talented Abilities (SDTA) (Develop children s abilities before 6 yrs) * 0-6Months: Develop (20%) vs SDTA (80%) * 0-18Months: Develop (40%) vs SDTA (60%) * 0- 5Years old: Develop (80%) vs SDTA (20%)
III. Ubiquitous Computing 1.Ubiquitous computing, also called pervasive computing or context-aware computing, is the technology to create a vision of people and environments augmented with computational devices that provide information and services when and where desired.
2. Everywhere, all the time as opposed to anywhere, anytime. 3.Trends of computing: 1) personal computing, 2) network/distributed computing, 3) mobile computing, and 4) ubiquitous computing.
Mark Weiser (chief technology officer for Xerox s Palo Alto Research Center, 1991): The most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable from it. This outlook placed computing in the background and shifted from the technology to the users.
4. Context Awareness 1) Thanks to the surrounding sensors, a context aware system can use the low-level context information from sensors to deduce high-level context information. For example, knowing that Sharon is in the master-bedroom, her posture is lied-down, the bedroom door and curtains are closed, the system guesses that Sharon is sleeping and stores all the incoming calls in the voice mailbox.
2) To a human user, context aware software behaves like a human assistant. By exploiting the context knowledge, the human assistant can anticipate the user intent and makes decisions in a proactive fashion. 3) One of the goals of context aware computing is to place human beings out of the loop.
5. Disappearance of Computers The goal is to build computer systems that do not distract the user. For hardware to disappear from our consciousness, we require transparency of use; if we notice it s there, it s distracting us from our real tasks. Personal computers will be replaced by task-specific devices which are user-friendly and support natural interfaces. By removing the output display, Intel introduces personal servers which are more appealing than Ipods from Apple. Advanced features from digital appliances, such as digital cameras, will reside in the network infrastructure.
6. Education everywhere 1) Education is everywhere. Discover and use me. 2) Teachers are everywhere. Students are everywhere. Texts and contents are everywhere.
7. Services everywhere 1) Services are everywhere. Discover me, cause I am cheap for my service. 2) There is a shift from traditional object- oriented computing to service-oriented computing. People buy services and not objects. Examples of services: information services (e.g., stock quotes, sports scores), photo service. Go to a hotspot to find out.
5. Some Definitions of U-WBA Ubiquitous (U) U-learning U-teaching U-TL approach U-method U-procedure U-technique U-CETL Model Whole-Brain Ap WBA-learning WBA-teaching WBA-TL approach WBA-method WBA-procedure WBA-technique U-WBA Model
IV. A Direction of U-WBA & Association 1. Wholistic Theory of Brain (Lenneberg,1969; Lashley, 1960) Left brain – Language (English, … ) Math Right brain-Music (Chant, Song) Creativity (Game, Play) Emotion (Role play)
2. Localization Theory of Brain Hearing: Wericke s Broadmann 41,42 Speech: Broca s Broadmann 44 Reading: Angular G Broadmann 39 Writing: Exner s Broadmann 8 Grammar: Supramarginal G Broadmann 40 Memory: Hippocampus Broadmann 21 Vision: Broadmann 17,18,19
Lashely, K.S Functional determinants of cerebral localization. In Beach, F.A. et al. (Eds.). The neuropsychology of Lashley. N.Y.: MeGraw-Hill Book Co. Lenneberg, E Biological foundations of language. N.Y.: John Wiley and Sons.
(2004): WBA ( )& Association ( ) (, ) ( ) (, )
3. Association & Ubiquitous 1)A mental connection between things (between peoples) 2) A memory that is suggested by tasks (or studies) 3) An idea or information
4) Association Activity: Typical American food Hamburger a round flat shape made of beef, which is fried and eaten between two halves of a bread roll Pizza a large circle of flat bread baked with cheese, tomatoes, and sometimes meat and vegetables spread on top Hot dog a cooked sausage eaten in a long soft roll, often with fried onions
4. What is U-WBA? U-WBA Whole Brain Association Humanistic Teaching Ubiquitous Interaction Creative Teaching Childhood Motivation Ubiquitous Learning
1)[U-WBA & Association Theory 1]: Humanistic Teaching
2) [ U-WAB & Association Theory 2]: Creative Teaching & Learning (Change your way of thinking!)
3. U-WBA Model
V. Ideological Foundations 1.Froebel, Friederich ( ) (1) German – The first founder of kindergarten (2) Teaching & learning through play (3) Integrated concept and learning (God, human being, nature) (4) Froebel Program:,, /,,,
2. Dewey, John ( ) (1) Pragmatism, Progressivism of USA (2) Principles of experience: Learning by doing (3) Play, Creativity, Imagination Problem-solving approach (4) Socialization & Self-initiated practice
3. Montessori, Maria ( ) An Italian medical doctor of children (1) Potential development of individual abilities (2) Individual activities through proficiency based language program (3) Automatic learning through experience (4) Sensitive concept & period
4. Piaget, Jean ( ) (1) Cognitive Developmental stages Sensori-motor period (0-2) Pre-operational period (2-7) Concrete operational period (7-11) Formal operational period (11-)
VI. Principles of Language Development 1.Characteristics of LD (1) Rapid progress- Owens (1999) study: (2) Spiral activities- Imitation & repeating (3) Egotistic development - Content (4) Creativity - Chomsky (1968) study: (5) Productivity - Owens (1968) study:
VII. A Model of U-WBA 1. Goals of U-WBA 1) Personal Interaction & Creative expressions through Ubiquitous 2) Lexical power & Syntactic competence 3) Literacy & Ubiquitous 4) Ubiquitous Situational intuition
2. Jeong s U-WBA 1)Procedure of U-WBA through Ubiquitous (=CPPC) Step 1: Chant & Song (Right Brain) Step 2: Play & Game (Right Brain) Step 3: Pair Activity & Role Play (Left Brain) Step 4: Communication (Left Brain )
2) U-Experience & U-Exposure (1) Spiral experience through Learning by doing and U-learning (2) U-Input : U-Listening
3) HIMS Techniques of U-WBA (1) Hearing (Input) (2) Interactive Plays and Games (3) Motivation: Compliment (4) Song & Chant & Storytelling
4) Classroom Activity of U-WBA (1) Byrne (1986) PPP Model Step 1: Presentation => Step 2: Practice => Step 3: Production (2) A New U-PAPAPA Model by U-WBA (A=Association)
(3) A U-PAPAPA Model by U-WBA Step 1: Presentation & Association => Step 2: Practice & Association => Step 3: Production & Association => (Thinking Process & Review)
5) Literacy of U-WBA (1) Social power & Ubiquitous Interaction (2) e-learning => Ubiquitous learning U-Whole Language Approach Listening & speaking = R W L S
6) Phonics vs Communicative Approach vs Ubiquitous WBA 1 Audio-lingual A (L=>S=>R=>W) 2 Sound & Word oriented 3 Memorization 4 Children-passive 5 Sound card A 1 Whole Language A ( learning) => WBA 2 Sentence oriented 3 Meaning oriented 4 Children-Active 5 Thematic integrated => Literacy based
7) A New Direction of U-WBA (1) Balanced / Integrated Approach (Phonics with songs: 50% vs Communication with games: 50%) (2) A New Method of U-WBA Teaching Sound Clusters & Literacy Motivation and Needs Review: Association
8) ASIA Activities of U-WBA (1) Authentic ubiquitous activities (2) Show and tell & Storytelling (3) Interaction (5) Association
3. Summary of U-WBA What is the principal role of U-WBA & Association and how can it be used? TheoryTechniqueActivity To provide unlimited drill, input, interaction, association, and feedback. U -Behavioristic/ Communicative/ Integrative Approaches HIMS Techniques Hearing (Input) Interactive Plays and Games Motivation: Compliment Song & Chant ASIA Activities Authentic u-activities Show and tell & Storytelling Interaction Association
VIII. Conclusion 1. To develop a new approach to childhood English teaching and learning (WBA& Association by Jeong) 2. To exploit the Ubiquitous Model (U-WBA Model)
Reference Asher, J Children's first language as a model for second language and learning. Modern Language Journal. 56, Berko, J The child's learning of English morphology. In Saporta S.(Ed.)Psycholinguistics. N.Y.: Holt Rinehart and Winston. Bloom, P. et al. (Eds.) Language and space. Mass.: MIT. Brown, R A first language: the early stages. Mass.: Harvard University Press. Brumfit, C. et al Teaching English to children. London: Collins ELT.
Bruner, J Form communication to language. Cognition. 3: Chomsky, N Language and mind N.Y.: Harcout Brace & World. Chomsky, C The acquisition of syntax in children from 5 to 10. Mass.: MIT. Clark, J.L Curriculum renewal in school foreign language learning. Oxford: Oxford University Press. Carroll, J.B Twenty-five years of research on foreign language aptitude. In K.Diller (ed.). Individual differences and universals in language learning aptitude. Mass.: Newbury House. Costello, E Distinctive feature theory. J. of Speech and Hearing Disorders. 5 : 91 : 165. de Villiers, J.& de Villiers, P Language acquisition. Cambridge, Mass.: Havard Univ. Press Dewey, J Art as Experience, Mass.: Newbury House.
Dulay, H. and Burt, M Natural sequences in child second 1anguage acquisition. Language Learning. 24, Ellis, R Second language acquisition. N.Y.: Oxford Univ. Press. Finnocchiaro, M. and Brumfit, C The functional-notional approach. Oxford: Oxford Univ. Press. Fries, C.C Teaching English. M.I.: Wahr Publishing. Frobel, F The Education of Man. Mass.: MIT. Gardner, H Multiple Intelligence Method. Mass.: MIT. Johnson, C.E The effect of foreign language instruction on basic learning in elementary schools. The Modern Language Journal 45. Kimura, D Speech lateralization in young children as determined by on auditory test. J. of Comparative and Physiological Psychology. 56.5:
Krashen, S Individual variation in the use of the monitor. In W. Ritche. (Ed.) Principles of second language Learning. N. Y : Academic Press. Lambert, W.E Psychological approaches to the study of languages: on second language learning and bilingualism. Modern Language Journal 14. Lambert, W.E. & Gardener, R.C Motivational variables I second language learning. Canadian Journal of Psychology. 13. Lenneberg, E Biological foundations of language. N.Y.: John Wiley and Sons. Lemire, R.J., Loeser, J., Leech, R.W., & Alvord, E.C Normal and abnormal development of the human nervous system. N.Y.: Harper & Row.
Macnamara, J Cognitive basis of language learning in infants. Psychological Reviw. 79: Montessori, M Education for human development: Understanding Montessori, N.Y.: Harper Row. Owens, R.E Language development. N.Y.: Wiley. Piaget, J The language and thought of the child. N.Y.: Harcourt Brace. Piaget, J The Origins of Intelligence in Children, N.Y.: Harcourt Brace. Piaget, J Science of deucation and the psychology of the child. N.Y.: Orion Press. Rymer, R Genie: A scientific tragedy. London: Penguin Books. Schumann, J The acculturation model for second-language acquisition In R. Gingras. (Ed.). Second-language and foreign language teaching. Arlington, Virginia: Center for applied linguistics. Searle, J.R Intentionality. N.Y.: Cambridge Univ. Press. Selinger, L Interlanguage. IRAL
Skinner, B.F Verbal behavior. N.Y.: Appleton-Century-Crofts. Smally, W.A Culture shock, language shock, and the shock of selfdiscovery. Practical Anthropology. 10 Solso, R.L Cognitive psychology. London: Allyn and Bacon. Stern, D.N The first relationship. Mass.: Harvard University Press. Tanner,J.M Growth at adolescence. Oxford: Blackwell. Ulibarri, S.R Children and a second language. In H.B. Allen (ed). The teaching English as a second language. N.Y.: Academic Press. Van Riper, C Speech correction. Englewood Cliffs, N. J.: Prentice Hall. Vygotsky, L.s Thought and language. Mass.: MIT Press