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The relation between teacher input and the SLA of immigrant children aged 2,5 Machteld Verhelst, TBLT 2005, Leuven.

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Presentation on theme: "The relation between teacher input and the SLA of immigrant children aged 2,5 Machteld Verhelst, TBLT 2005, Leuven."— Presentation transcript:

1 The relation between teacher input and the SLA of immigrant children aged 2,5 Machteld Verhelst, TBLT 2005, Leuven

2 Two main research questions What is the relation between input characteristics and (vocabulary) acquisition? What is the relation between learner characteristics and (vocabulary) acquisition?

3 Setting The situation in Brussels - position of Dutch - schools The children - 11 with zero knowledge - neglected in research!

4 1. Learner Characteristics (Individual characteristics) Socio-emotional characteristics Characteristics of the individual learning situation

5 Socio-emotional Characteristics Involvement/motivation : 2.4-4/5 (M 3,2) Well-being: 2-4/5 (M 3.2) Personality: 30-49/5 (M 38)

6 Characteristics of the Individual Learning (Communication) Situation Quantity of input - Teacher direction: 1-15/30 min. (M 5,2) - Name per day: (M 39) Child initiative: 0-3/30 min. (M 1) Imitation: 3 yes/8 no

7 Abdel Amine

8 High involvement High well-being Assertive, extrovert, hyperactive Highest input quantity Highest initiative Low involvement Medium well-being Not assertive, introvert, quiet Lowest input quantity No initiative

9 2. Input Characteristics Input features of words: Frequency Saliency - Attention to meaning - Attention to form Comprehension

10 Results: Vocabulary Acquisition Receptive test - after 5 weeks: 0-54% (M 23%) - after 10 weeks: 20-64% (M 38,2%) Productive test: 4-40% (M 18,6%) Spontaneous production: 0-30 words (M 7 words)

11 Medium/high receptive score High productive score Highest spotaneous production Medium receptive score Low productive score No spontaneous production

12 Relation amongst learner characteristics -Quantity of input x child initiative** x imitator** -Communicative situation x socio-emotional variables*

13 Relation between learner characteristics and acquisition x involvement* x input quantity** x child initiative** x imitator**

14 Discussion: Communicative situation Behaviour of input giver S.E.B. Acquisition Behaviour of learner

15 Relation between input characteristics and acquisition Words with highest scores Main effects: x Frequency* x Action Context** x Meaningfulness of the context**

16 Discussion: Effective input contexts Input with a strong communicative and functional value: association with physical actions; association with visual, auditory or tactile experiences.

17 Conclusion: consequences for education in kindergarten Powerful environment for task-based language teaching Teacher's support Functional & meaning- ful activities (‘tasks’) Safe and positive classroom environment

18 References Verhelst, M. (2002), De relatie tussen mondeling taalaanbod en woordenschat­verwerving van het Nederlands als tweede taal door 2,5-jarige allochtone kleuters in Brussel. Unpublished doctoral dissertation. Leuven: K.U. Leuven Verhelst, M., … (2004). Bonte Boel! Taalvaardigheidsstimulering voor de jongste kleuters via muzische vorming. Leuven: Centre for Language and Migration Verhelst, M. (to appear), A box full of feelings: Promoting infants’ second language acquisition all day long, In: Van den Branden, K. (ed.), Task-based language education: from theory to practice. Cambridge: Cambridge University Press


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