1. TYL Week 2: Theories and L1 Development

2. Announcements Marla’s class (pronunciation): you’ll meet at your usual time – Take a piece of orange paper from the plastic bag! Friday’s workshop with Vera will start at 2: 10.

3. Objectives I can – Explain how the ideas of the following people relate to teaching young learners: Vygotsky, Bruner, Piaget, and Gardner – Describe the similarities and differences between L1 and L2 acquisition.

4. Agenda Mix to Music (warm-up) Graffiti Brainstorming – Learning and development theories Jigsaw Reading: – Differences between L1 and L2 acquisition

5. MIX TO MUSIC (NAME TAGS)

6. Mix to Music 1)Music starts=walk around 1)Music stops=find a partner 2)Shake hands. 1)Share: 1)My name is _____. 2)I drew a ________ because _________.

7. Reflect: What did you think about Mix to Music? – Strengths? – How could you adapt Mix to Music to different EFL activities? – Possible problems?

8. CHAPTER 1: LEARNING AND DEVELOPMENT

9. Activity 1: Graffiti Brainstorming Purpose: – Review Chapter 1 in a collaborative way (co-constructing meaning) – Apply Chapter 1’s ideas to real classroom issues

10. Step 1: Take a pencil! You’ll meet with your color group next to your color. Notice: 1-4 on one side of the room – 5-6 on the other side

11. Graffiti Brainstorming: Review 1.Get into your groups. 1.Decide who will be the first writer. 2.Talk for 1 minute: What will you write? 1.Write for 2.5 minutes! 3. = Change poster (A to B, B to C, C to A) – change writer

12. Home Paper: Finish up! Go to your “home” paper Read what others wrote Add any missing information – write a ? next to ideas you’re not sure about

13. Home Paper: Application Task Apply=take your knowledge and apply it to real life

14. Home Paper: Application Task Talk to your partners: – How can teachers apply these ideas in the second language classroom? How can these ideas inform our actions and decisions? – Give examples – Take short notes on the paper

15. Home Paper: Share with ½ of the class! Choose 1 idea that is the most important for teachers to remember Choose a spokesperson This person will share the idea with ½ of the class!

16. Home Paper: Share with ½ of the class! Go to Poster A on your side of the room. Poster A Spokesperson=explain your 1 important idea Go to Posters B and C; repeat

17. Reflect: What did you think about Graffiti Brainstorming? – Strengths? – How could you adapt this to an EFL context? – Possible problems?

18. IDEAS TO REMEMBER WHEN YOU’RE TEACHING...

19. Idea 1 Children can’t always use new information that they’re told; they have to participate in constructing knowledge through action

21. What do you think the percentages are?

23. Confucius said... “I hear and I forget. I see and I remember. I do and I understand.”

24. Idea 2: Piaget's theory [of Cognitive Development] implies that there is no sense in teaching material to a child until they reach a certain level of maturity because are not able to process it any earlier. How does this apply to what we teach in ESL/EFL contexts?

25. Younger Children = Need Context—Not Abstraction Need: – Pictures, manipulatives, TPR, video—help them understand ideas – This is good practice for ALL learners—not just kids! – Abstract thinking that younger children can’t understand well: abstract rules (grammar); language analysis; multi-step directions

26. Idea 3 We generally go from more egocentric to less egocentric. How does this relate to the teaching of young language learners? How might this affect their behavior?

27. Idea 4 As teachers, we must be conscious that every student has a different Zone of Proximal Development. In modern educational jargon, this means differentiation. Educators must design lesson plans that cater to the needs of individual students.

28. Differentiating: Some simple ideas Give students a choice for the ways they show their learning – Example: After reading a story, students can either make a poster about it, write and perform a short dialogue, make a test for their classmates, etc. Heterogeneous grouping – Place higher and lower students together

29. Differentiating: More Ideas Vary questioning – Higher students: More difficult questions – Lower students: Easier questions Reading – Lower students: Give them the entire paragraph – Higher students: White-out some of the paragraph’s words; they must guess what goes in the blank

30. Idea 5: Scaffolding Single most important idea for ESL! Break a task or lesson down into smaller parts – How will you explain the parts? – What visuals will you use? – How will you make it simple and easy to understand? – How will you help the struggling students to be successful?

31. Idea 6: Attention Span Attention: Correlates with age – 5 years old = 5 minutes – 6 years old = 6 minutes – **This is not for things that are highly interesting for kids You need many changes of state

32. L1 AND L2 ACQUISITION

33. Question: What can L2 teachers learn from the L1 process? P. 18-19 -- PINK – “Universal Processes in Language Learning” P. 19 -- BLUE – “The Role of Input and Interaction” P. 20-21 -- ORANGE – “The Achievements of the First 5 Yrs”—Paragraphs 1 and 2 P. 21 -- PURPLE – “The Achievements of the First 5 Yrs”—Paragraphs 3 and 4

34. Order of Acquisition

35. Input and Interaction: Caregiver Speech / Comprehensible Input Parentese video How to Speak Parentese

36. Babies: At first, they don’t speak L2: Stephen Krashen: “Silent Period” – Like infancy in L1: Listening and absorbing – L2: Building up confidence and resources

37. 5-year old native English speakers Still make grammar mistakes! – He goed to the store.* – Where you going?* – He like* singing. – Two apples and banana please.* – I seen a little dog.*

38. Brain Breaks Jump-n-Spell Slap Count X and O Cha Cha Slide – 1 st grade 1 st grade

39. Homework 1. Read article and 1 st part of Ch. 6 2. Answer questions 3. Watch lecture

40. Let’s Revisit the Objectives I can – Explain how the ideas of the following people relate to teaching young learners: Vygotsky, Bruner, Piaget, and Gardner – 1=really well, 2=well, 3=so-so, 4=a little, 5=not at all – Describe the similarities and differences between L1 and L2 acquisition. – 1=really well, 2=well, 3=so-so, 4=a little, 5=not at all

41. 3 W’s Reflection