1. Saskatchewan Ministry of Education 20091 Part 1 Foundations of Language Learning: Background Information Tuesday, October 27 th, 2009 STF Building - Eamer Auditorium Nadia Prokopchuk Ministry of Education

2. Saskatchewan Ministry of Education 20092 Part 1 – What you will hear… Information About Language Learning Rationale for Language Learning Key Assumptions Benefits of Knowing Other Languages Brain Research and Language Learning Theories of Language Acquisition Communicative Competence Importance of First Language Skills Intercultural Competence

3. Saskatchewan Ministry of Education 20093 Rationale For Learning Languages: A Canadian Perspective Linguistic diversity in Canadian society allows for: Increased flexibility in a culturally and linguistically diverse work environment Improved potential for mobility and communication within Canada and to other global locations Enhanced intercultural, interpersonal, and technological skills, which facilitate local, national, and international ties.

4. Saskatchewan Ministry of Education 20094 Personal Reasons for Learning Additional Languages Renew contact with a heritage language and culture that were lost through assimilation Maintain a first language that is not the majority language in the community Develop literacy skills in the majority language, when it is not the learner’s first language Study a language that is of personal interest or has gained relevance in the learner’s life Experience the benefits of greater flexibility for communication while studying, travelling, or working in other parts of the world.

5. Saskatchewan Ministry of Education 20095 Languages reveal many things! Language – any language – gives insights into the personal, social, cultural, and spiritual development of an individual, a family, a community and a nation. Through language study, students come to realize what is important to groups of people in many locations: what they do for work and for enjoyment, what their social values are, what level of technology and literacy they enjoy, where they come from, and what belief system they may follow.

6. Saskatchewan Ministry of Education 20096 Some Key Assumptions Language learning is an active, lifelong process which begins at birth. Meaning is central to all language learning. Language programs are most effective when they are relevant to students’ experiences, interests, and prior knowledge. Communicative language skills are different than academic language skills; each set of skills serves a different purpose. Environments which support languages lead to greater success. Students learn languages at different rates, due to various factors. Learning is enhanced when students ‘see themselves’ in the course material. In Canada, language proficiency and knowledge of Canadian societal norms are fundamental to student success with future goals.

7. Saskatchewan Ministry of Education 20097 Benefits of Knowing Other Languages (based on research) Cognitive benefits include: creativity, tolerance for ambiguity, divergent thinking, intellectual flexibility Academic benefits include: enhanced skills in reading, comprehension, problem- solving; heightened use of language learning strategies Societal benefits include: communication with a broader target audience; expanded possibilities for work, study, or community involvement; growth in intercultural competence Personal benefits include: expanded access to people, resources, and travel opportunities; strengthened ties with family, friends, local and global cultural groups Enhanced communication skills, such as: flexibility to communicate with others across borders; enhanced use of technology; adaptability in various situations; transferability of skills between languages

8. Saskatchewan Ministry of Education 20098 Brain Research and Languages Everything that is brought forward through language has deep roots within our thought processes. Brain research has shown that: cognitive development is enhanced by the acquisition of more than one language in the formative years. cognitive agility and networking capabilities are promoted when using more than one language among the young as well as the elderly. (Bialystok, 2007) the brain functions in an organized, systematic way to create and store meaningful information (Caine & Caine, 1991, 1994, 2005); this has implications for how we support language learning (and all instruction) in schools. “superior learning takes place when learning activities are enjoyable and relevant to students’ lives, interests, and experiences” (Willis, 2007).

9. Saskatchewan Ministry of Education 20099 Linguistic diversity is alive and well in Saskatchewan! Did you know that… our province has more than 30 languages being studied after school hours in heritage language programs? Afghan…Amharic…Anishinabe…Arabic…Cantonese…Dakota …Dari,Pashtu(Maihan)...Dene…English…French…German… Greek…Hindi…Hungarian…Igbo…Italian…Japanese…Korean …Lakota…Luganda…Mandarin…Michif…Nakawee…Nakota… Nehiyawak…Norwegian…Persian…Polish…Portuguese… Punjabi…Russian…Sinhala…Spanish…Tamil…Tagalog (Filipino)…Tigrinya(Eritrean)…Ukrainian…Urdu… Vietnamese…Yoruba

10. Saskatchewan Ministry of Education 200910 Theories of Language Acquisition (1) Lambert’s Model - additive bilingualism - subtractive bilingualism AttitudesAdditive Bilingualism Motivation Bilingual Self-Concept ProficiencySubtractive Bilingualism Aptitude

11. Saskatchewan Ministry of Education 200911 Theories of Language Acquisition (2) Krashen’s Hypotheses: - Acquisition-Learning – Monitor - Comprehensible Input – Natural Order – Low Affective Filter Stages of Language Acquisition Stage I - Silent/Receptive Stage II – Early Production Stage III – Speech Emergence Stage IV – Intermediate Proficiency Stage V – Academic Proficiency

12. Saskatchewan Ministry of Education 200912 Theories of Language Acquisition (3) Cummins’ Research - BICS/CALP (2 dimensions - Conversational/Academic) - Language Quadrants (4 dimensions of language) Cognitively Undemanding BICS Context 1 2 Context Embedded 3 4 Reduced CALP Cognitively Demanding - CUP model (Common Underlying Proficiency) L1 L2 Surface Level Common Underlying Proficiency

13. Saskatchewan Ministry of Education 200913 Aiming For Communicative Competence Competent language speakers display: mastery of the language (automaticity in applying appropriate patterns and forms) skilful use of vocabulary (broad range of both conversational and academic language) appropriate choices for specific contexts coherent, well-sequenced speech patterns appropriate use of communication strategies (ways to adjust language when communication starts to fail, e.g. rephrasing, circumlocution, focused questions, deflecting strategies)

14. Saskatchewan Ministry of Education 200914 Well-developed L1 = Progress in L2, L3 Support for first language(s) will allow students to: Develop age-appropriate world knowledge and vocabulary without waiting until they have ‘gained enough skills’ in the target language. Transfer skills and concepts more easily from their first language to the target language. Strengthen literacy processes, such as reading, writing, or storytelling, in all languages. Develop confidence, flexibility, and risk-taking in communicating with various target audiences. Maintain a positive relationship with family, friends, community, and cultural groups.

15. Saskatchewan Ministry of Education 200915 Aiming For Intercultural Competence Language and culture are inseparable; language conveys culture authentically. Through language learning, students develop a ‘cultural lens’ through which to view, appreciate, and respect languages and cultures. Intercultural competence means: “the ability to work effectively across cultures in a way that acknowledges and respects the culture of the person or organization being served”(Hanley, 1999) Transcultural identity means that students become comfortable with ‘a foot in two worlds’. It is the fusion of aspects of two or more cultures into a new, blended identity.

16. Saskatchewan Ministry of Education 200916 Half Empty or Half Full? When students speak a language or languages other than English, is their glass ‘half empty’ or is it ‘half-full’? Think – Pair – Share Comments… Coffee…