1. How Languages are Learned and Acquired
Chapter 1
How Languages are Learned and Acquired

2. The Interactive Approach: Making Learning Meaningful
Interactive Learning in Content-Based Language Classes
Teachers must create language learning opportunities that connect to the students’ communities and content areas to build literacy and increase knowledge.

3. The Interactive Approach: Making Learning Meaningful
Content-Based Language Learning
CBI for ESL serves as a bridge to mainstream classes:
promotes higher level thinking
allows for meaningful discussion of students’ cultures
reinforces thinking through the 4 skills
CBI
Mainstream
Classes
ELL’s

4. The Interactive Approach: Making Learning Meaningful
A Synthesis of Sociocultural and Psycholinguistic Theories and Practices
Teachers can choose methods, strategies and activities that best enhance second language learning in their classrooms.

5. The Interactive Approach: Making Learning Meaningful
Influence of Cognitive Researchers
Krashen:
meaning over form
comprehensible input (i+1)
ample opportunity for meaningful interaction
Wong-Fillmore:
1st and 2nd language acquisition: Language Acquisition Device (LAD) vs. general cognitive skills

6. The Interactive Approach: Making Learning Meaningful
McLaughlin: second language learning involves social interaction
Language is used to communicate meaning
Need for language-rich environment
Children should experiment with language
Vygotsky: sociocultural perspective:
self-talk
zone of proximal development (scaffolding)

7. The Role of Interaction in Language and Literacy Learning
Communication systems consist of language and nonverbal cues
Language
learned and used through
interaction
used to construct and transmit knowledge
Nonverbal cues
are meaningful
visual, olfactory, gestural, kinesthetic

8. Interaction and Roles of L1 & L2
Meaningful Interaction
Linguistic input becomes comprehensible through interaction
An active learner who must use language to communicate a purpose negotiates meaning
An interaction leads to multiple perspectives
The same interaction may afford
learner different outcomes
depending on their orientation to,
receptivity to and interaction with
the context of the interaction.

9. Interaction and Roles of L1 & L2
Authentic Interactions
Instruction should:
make tasks that require the natural use of certain essential grammatical features in communication
provide time for noticing gaps in knowledge of grammar
provide sufficient and task appropriate feedback which will focus
learner attention on form

10. Interaction and Roles of L1 & L2
Authentic Interactions
Strategic communication skills can be developed by:
using background knowledge (schemata)
combining semantic and pragmatic based strategies
stretching what is
known to compensate
for what is not known
known

11. Interaction and Roles of L1 & L2
Authentic Interactions
Sociocultural Perspective - learner comes to understand how language is used to:
present various perspectives on the world
transform one’s reality
voice ones’ position
act in one’s own interests and the
interests of one’s community

12. Interaction and Roles of L1 & L2
Relevant Interaction
Psycholinguistic framework
Chamot & O’Malley –
build linguistic and learning skills through content study
Sociocultural framework
Critical literacy and language awareness empowers students to effect social change and challenge existing hierarchies

13. Interaction and Roles of L1 & L2
Reflection and Action
Reflective skills allow for learner to develop better self-awareness and control, automaticity and ability to make changes in their linguistic behavior
Reflection plays a major role in organizing and converting past experiences into knowledge and new understanding.

14. Interaction and Roles of L1 & L2
Feedback:
should not be limited to linguistic forms
should encourage learners to express their thoughts as they learn to manage their language production
FEEDBACK

15. Second Language Teaching Strategies
Traditional approaches: text-book driven and teacher-controlled with little opportunity for interaction

16. Second Language Teaching Strategies
Dialectic approaches:
learning practices facilitated by instruction
include interactive, discovery, hands-on learning
use cooperative learning, thematic lessons, process writing , performance/ portfolio assessment, critical thinking, learning strategies