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Second Language Acquisition and International Service-Learning Kristen Tarantino.

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Presentation on theme: "Second Language Acquisition and International Service-Learning Kristen Tarantino."— Presentation transcript:

1 Second Language Acquisition and International Service-Learning Kristen Tarantino

2 Topic Statement I am studying second language (L2) acquisition through international service-learning (ISL) programs because I want to find out the extent to which cultural immersion impacts student gains in L2 acquisition in order to help my reader understand the implications for best practices and student learning outcomes for ISL programs.

3 Definition Clarification  Second Language vs. Foreign Language  Immersion vs. nonimmersion [ sic ] learning programs  Linguistic vs. nonlinguistic outcomes (Gardner, 1985) (Baker & MacIntyre, 2000)  International service-learning (ISL) (Crabtree, 2008)

4 Sociological Orientation  Symbolic Interactionist perspectives  Vygotsky’s theory of language acquisition (Mullaney, 2005)  Language development theory: Schumann’s theory of acculturation (Gardner, 1985)  Conflict theory  Noted because of the international context, specifically with regard to Freire and community development (Crabtree, 2008)

5 Acculturation & L2 Acquisition (Gardner, 1985, p. 136)

6 Lit Review  Established networks or relationships within communities may increase likelihood of cultural interaction leading to an increase in L2 acquisition (Mancini-Cross, Backman, & Baldwin, 2009;Trent, 2004).  Service-learning abroad students interact more with native speakers than traditional study abroad students suggesting a more authentic interaction/learning experience (Martinsen et al., 2010).  Immersion experiences allow students the opportunity to confirm and predict expectations for communication in L2 (Baker & MacIntyre, 2000; Trent, 2004).

7 Proposed Research  Analyze existing data from student interviews gathered during previous research (SOMOS students)  Consider gathering additional interview data from SOMOS students and/or MANOS students to gauge their attitudes/experiences with the language barrier  Observe deliberations on applicants to SOMOS, paying close attention to those mention of language ability  Look into using an Oral Proficiency Test, to be “graded” by native speakers, for baseline language ability and then for achieved ability (pre/post-test)  Surveying students for types of activities and interactions completed while in-country (immersion), as well as for estimated length of time spent in those activities or interactions

8 References Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50 (2), 311-341. Crabtree, R. D. (2008). Theoretical foundations for international service-learning. Michigan Journal of Community Service Learning, 15 (1), 18-36. Retrieved from Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Baltimore, MD: Edward Arnold. Mancini-Cross, C., Backman, K. F., & Baldwin, E. D. (2009). The effect of the language barrier on intercultural communication: A case study of educational travel in Italy. Journal of Teaching in Travel and Tourism, 9, 104-123. doi: 10.1080/15313220903042004 Martinsen, R. A., Baker, W., Dewey, D. P., Bown, J., & Johnson, C. (2010). Exploring diverse settings for language acquisition and use: Comparing study abroad, service learning abroad and foreign language housing. Applied Language Learning, 20 (1-2), 45-69. Mullaney, J. (2005). Service-learning and language-acquisition theory and practice. In J. Hellebrandt & L. T. Varona (Eds.), Construyendo puentes (Building bridges) : Concepts and models for service-learning in Spanish (pp. 49-60). Sterling, VA: Stylus. Trent, J. (2004). Learning Cantonese in the community: An exploration of the role of interaction in language learning. Hong Kong Journal of Applied Linguistics, 9 (1), 33-52.

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