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Why Teachers Need to Know About Language - Coggle Diagram
Why Teachers Need to Know About Language
Teacher as Communicator:
Teachers need to know enough about language so that their students can understand them and vice versa.
Second Language Acquisition Theories and Methods
Acquisition Theories
First Language
Chomsky- LAD theory. Infants are prewired to learn language.
Everett- Language as human cultural invention
Second Language
Cognitive Approaches
Monitor Model
Interaction Hypothesis
Comprehensible Output
Noticing
Processability
Transfer
Input Processing
Sociocultural Perspectives
Communicative language teaching
Content-based Instruction
Zone of Proximate Development and Scaffolding
Language socialization
Bilingual/Multilingual Pluralist Perspectives
Second Language Acquisition Methods
Grammar Translation
Audiolingual Method
Natural Approach
Communicative Language Teaching
Content Based Instruction
Critical Pedagogy
Whole Language, Multiple Intelligences, and Cooperative Learning
Teacher as Educator:
Teachers educate students. Teachers need to know how to modify language based on students' language proficiency so that they are able to teach effectively.
Teacher as Educated Human Being:
Teachers must be informed about language so as not to further and contribute to public ignorance about language that results in damaging policies.
Teacher as Agent of Socialization:
Teachers' practices are a reflection of the dominant culture in the U.S. Students benefit and adjust from watching teachers' model the home culture.
Teacher as Evaluator:
Teachers are at the front line for assessing students. Teachers need to be able to identify whether students' language abilities are attributable to learning English or something else, so that students are not Incorrectly classified as having a learning deficit.
What Aspects of Language do Teachers (and students) Need to Know?
Phonology
Morphology
Syntax
Semantics
Pragmatics
Lexicon
Spelling
What Does It Mean to Know a Language
Communicative Competence: Using language to communicate effectively and appropriately. Includes grammatical competence; discourse competence; sociolinguistic competence; strategic competence
Register and Genre: appropriate word usage for social settings (informal v. formal). Type of language.
Social Practice and Discourse: the ways people use language to make meaning In context
Language Variation: Varieties of English exist; none is better than another; students may not be making mistakes, just using a different variation.
Bilingualism and Translanguaging: Bilinguals use their linguistic repertoire in complex ways, not simply speaking each language in isolation.
Language for Academic Success
Trending towards second language Instructional competence
Trending away from academic language as single unifying construct.