Presentation on theme: "Organization and implementation of FLT on the basis of instructed SLA research and L2 teaching methodology Teresa Cadierno Institute of Language and Communication."— Presentation transcript:
Organization and implementation of FLT on the basis of instructed SLA research and L2 teaching methodology Teresa Cadierno Institute of Language and Communication Second Language Research Center (SELC) University of Southern Denmark National konference om fremmedsprog på de videregående uddannelser April 30th, 2012
Vertical and horizontal collaboration Primary Secondary Tertiary Within and across languages Within language
Research-based foreign language teaching (FLT) Expertise in DK – institutions, research areas, language(s), learner types? Knowledge exchange / dissemination: SLA/FLT research prioritized Collaborative research between SLA reseachers and teaching practitioners Current teachers University Future teachers SLA Researchers PrimarySecondary Tertiary UC
What do we need to make it work? A common view of language? Willingness to accomodate what we know about (instructed) SLA and newest trends within FLT in own teaching practices? A common view of (L2) language learning?
Views on language and language learning and FLT Structuralist view of language Behavioristic view of language learning Functionalist view of language Interactionist view of language learning ”Traditional”teaching methods: e.g., Audiolingual method Communicative language teaching
Can we accomodate what we know about (instructed) SLA? Input-dependent, tied to meaning and interaction, usage-based Can happen explicitly (with awareness), implicitly (without awareness) and incidentally (without intention, while doing something else) L2 development is not linear Transitional stages in the acquisition of grammatical structures Variable in its outcome role of individual factors: age of acquisition, personality, motivation, aptitude, learning strategies Constraints on the effects of (grammar) instruction on SLA: Declarative vs. procedural knowledge explicit knowledge about linguistic form ≠ appropriate use in context Mediating factors: type of instruction, type of L2 feature and type of learner
Are we willing to incorporate principles from newest trends in FLT? CLT ( action/task-based instruction, CLIL) --> Common principles: Aim: develop learners’ communicative competence / intercultural skills Exposure to authentic L2 use of L2 in class, use of technology (e.g., tandem-learning, tellecollaboration, Web 2.0 tools), partner schools … Engage learners in activities with meaningful language use in various domains learning purpose (LSP) Form and meaning are inseparable “Focus on form” approach Grammar teaching in the context of meaningful communication
Conclusions Regarding organization and implementation: Create systematic structures for knowledge exchange and dissemination Focus on research into SLA / FLT; collaboration between researchers and teaching practitioners SLA/FLT researchers: How best to accomodate what we know about (instructed) SLA and newest trends in FLT to different L2 learner populations: Different languages Different ages Different educational profiles L2 teaching practioners: Open-minded to insights from research into (instructed) SLA? Willing to change views on language, language acquisition and teaching practices?