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Language Learning and Teaching, Independent: Mindmap Chapter 2 Pierrelyne…
Language Learning and Teaching
First Language Acquisition Theories:
Noam Chomsky
Children are able to produce language and unique utterances that go well beyond what they could reasonably have been exposed to and imitated.
Children have an innate ability - they are prewired - to learn language.
The presence of a language acquisition device (LAD) that enables children to figure out the underlying rules of the language on their own is because of their exposure to samples of natural languages.
Second Language Acquisition Theories:
Lightbown and Spada
:
Identify
four
major perspective from which theories about second language acquisition (SLA) have emerged: behaviorism, the innatist perspective, the cognitive/developmental perspective (psychological theories) and the sociocultural perspective.
Cognitive Approaches to Second Language Acquisition
What is happening inside the brain of the language learner.
Monitor Model
: Krashen
Monitor Hypothesis
: We can use learned language to monitor or inspect what we acquire and then correct errors.
Input (Comprehension) Hypothesis
:
We acquire language when we understand the things we hear and read.
We acquire language and develop literacy by understanding messages, not by consciously learning about language and not by memorizing grammar rules and vocabulary.
Natural Order Hypothesis
: We acquire the parts of a language in a predictable order.
Affective Filter Hypothesis
:
Affective filter controls how much comprehensible input gets through to the learner.
A major goal in language teaching and learning is to "lower" the affective filter to maximize comprehensible input.
Acquisition-Learning Hypothesis
: There is a fundamental difference between
learning
a language and
acquiring
a language.
Interaction Hypothesis
: Long
Learners need opportunities to interact with other speakers and reach mutual comprehension
Comprehensible Output Hypothesis:
Swain
Comprehensible input alone is insufficient and creating comprehensible output is also needed to facilitate language acquisition.
Noticing Hypothesis
: Schmidt
Learners cannot acquire specific language features in the input unless they notice them.
Processability Theory
: Pienemann
The sequence in which learners acquire certain language features depends on how easy they are to process.
Learners acquire some linguistic features in the same sequence, even if they progress at different rates, while they acquire other linguistic features in different sequences, according to when they were processed.
Input Processing Model
: VanPattern
Communicative input is the essential external ingredient for language acquisition.
Language learners hear or see in a communicative context, or language that is "embedded in a communicative event that the learner attends to for its meaning".
Learners must have access to input and interaction with other speakers of the second language they are learning.
Two subprocesses
accommodation
describes the process by which learners actually incorporate a grammatical form or structure into the "mental" of the language they are creating.
restructuring
describes the process by which the incorporation of a form or structure makes other things change without the learner's ever knowing.
How learners are able to make use their acquired knowledge in conversations with other others.
Transfer from First Language to Second Language:
positive transfer
vs.
negative transfer
Students' knowledge and literacy skills in their L1 is a strength that will facilitate their academic and English language development.
Teaching for transger
: To recognize and value the vast store of knowledge students have in their first language and provide instruction that enables students to draw on this knowledge.
Traditional Second Language Teaching Approaches and Methods
Communicative Language Teaching
:
CLT draws on Hymes's notion of communicative competence.
The focus is on learning language to actually use it to communicate in the target language with other speakers.
Fluency is an important dimension of communication.
Learning is a process of creative construction and involves trial and error.
Authentic and meaningful communication should be the goal of classroom activities.
Communication involves the integration of different language skills.
Learners learn a language through using it to communicate.
Content-Based Instruction
: an approach to second langauge teaching in which content-area subjects and topics are used as the basis of instruction.
CBI is as specific form of CLT that focus on teaching students to successfully communicate about the content area.
sheltered instruction
or specially designed academic instruction in English (SDAIE)
Natural Approach
:
It applies
Krashen's five hypotheses
to the communicative language learning classroom.
It emphasizes the use of
comprehensible input
in the classroom so that student can acquire the language and its structures
naturally
as they use it for
meaningful communication
.
The teacher's job is to provide comprehensible input in a safe and enjoyable classroom environment.
An environment that helps to
lower
the affective filter and thus maximize comprehensible input.
The teacher uses a wide of variety techniques such as total physical response (TPR) [students' responding physically to a series of commands, ample visuals and realia (real objects), small-group work, and any other activities involving meaningful communication that can facilitate the provision of comprehensible input].
Five stages of language acquisition
: (1)
preproduction
; (2)
early production
; (3)
speech emergence
: (4)
intermediate
; (5)
advanced
Whole Language, Multiple Intelligences, and Cooperative Learning:
Whole Language
a philosophy that places emphasis on teaching reading strategies and skills withing the meaningful context of whole stories, poems, and other texts (a top-down approach).
Mulitiple intelligences
: a theory proposed by Gardner, asserted that intelligence is multidimensional; thus, classroom instruction should be designed to maximize learning according to the particular set of intelligences a child may have such as linguistic, logical/mathematical, spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalistic.
Cooperative Learning
: Use of small groups within which students collaborate to solve problems or complete academic tasks.
Audiolingual Method
:
Language learning was viewed as mechanical habit formation accomplished through dialogue memorization and drills focused on particular language structures.
Critical Pedagogy
:
Critical pedagogy involves "problem posing, reflective thinking, knowledge gathering, and collaborative decision making"
It helps students and teachers "find and express their voice, in oral and written form".
Grammar-Translation Method
:
Students were required to analyze and memorize rules of grammar, then translate sentences between the two langauges.
Beyond Approaches and Methods
:
Teachers to try out different methods and approaches.
The development of a "
personal approach
" to teaching and a set of core principles to draw on when teaching.
They offer the following Examples:
Engage all learners in the lesson.
Make learners the focus of the lesson.
Provide maximum opportunities for student participation.
Be toleratn of learners' mistakes.
Develop learners' difficulties and build on them.
6.Use a maximum amount of student-to-student activities.
Promote cooperation among learners.
Address learners' needs and interests.
Connections & Questions
I agree that "students draw on what they know in their first language (L1) as they are learning a second language (L2). Often I've seen my students using Spanish in their writing as they are trying to write their own original complete sentences in French. For example: "and" in French is "et" but a student will use "y". Also one of my last year students wrote that his L1 (which Spanish) helped him a lot because both languages had similarities such as nouns has a gender meaning they can be either feminine or masculine which doesn't exit in English.
Questions
:
There are so many teaching approaches that can be used to teach ELLs students but how a teacher decides which one to use in his or her classroom?
Can multiple teaching approaches be used instead of sticking with one only?
Sociocultural Perspectives on Language Learning and Teaching
The focus is not on what happens inside the brain of the learner
but
on the sociocultural context surrounding the learner that facilitates the learning process.
Sociolinguistic Contributions
:
An effort to understand the relationship between languages and the societies in which they are used.
Zone of Proximal Development and Scaffolding
: Vygotsky
Learning is as social activity, and knowledge is constructed through interaction and collaboration w/ others.
Children's language develops primiraly from interactions (conversations) in social settings, especially in a supportive interactive environment.
Zone of proximal development
: a domain or metaphoric space where children can reach a higher level of knowledge and performance with the support oof an adult or other more knowledgeable person.
Scaffolding
: assistance within the ZPD.
an emphasis on how learners co-construct knowledge based on their interactions with others in a given sociocultural context.
Learning occurring through the social interaction.
Five core communication skills
that ELLs need and can develop within ZPD through productive academic conversations with their teachers and peers across the content areas:
3
. building on or challenging ideas
4.
paraphrasing
2
. supporting ideas with evidence
5.
synthesizing
1
. elaborating and clarifying
collaboration
and
interaction
as a key language learning and teaching
Language Socialization Research
: Ochs and Schieffelin
Investigate how children are socialized through language in their respective speech communities across a wide range of sociocultural contexts
Language socialization
refers to the process by which individuals acquire the knowledge and practices that enable them to participate effectively in a language community.
Language
and
Cultural learning
are considered inseparable.
As students learn the
new language
, they gain
social identities
through
their participation
in
language-mediated activities
.
Bilingual and Multilingual Pluralist Perspectives
Four guiding principles
2.
affirming linguistic and cultural identities
3.
promoting developmental bilingualism
1.
striving for equity
4.
structuring for integration
Translanguaging
Independent: Mindmap
Chapter 2
Pierrelyne Pierre