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ADDITIONAL LANGUAGE EDUCATION, Reference Hall, C. J., Smith, P. H. &…
ADDITIONAL LANGUAGE EDUCATION
CONTEXTS OF ADDITIONAL LANGUAGE EDUCATION
Place
Language learning experiences vary based on place, with distinctions between foreign language (FL) situations, where learners typically share a common mother tongue, and second language (SL) environments, where a diverse array of mother tongues may be represented
Age
for example children may be better equipped in biological terms for learning an additional language, they may lack the attention span, motivation, social strategies, confidence and literacy abilities that some adults are able to deploy.
Acquisition
is the mental by which knowledge and/or behaviour emerges naturally on the basis of innate predisposition and/or triggers froma environmental input (e.g. walking on two
Learning
requires conscious effort and leads to skills that cannot be part of our g)netic make-up (e.g. walking on stilts).
Manner
refers to how additional languages have heen learned and taught in different places and different times.
Purpose
An example of what we mean here can be found in the metaphor of 'command and demand' motivations for English language education.
THE PROBLEM OF METHOD
The
audiolingual method
, pioneered by Maximilian Berlitz for teaching French and German in the USA with repeated oral grammar drills and the exclusion of the native language, has evolved over 140 years, with the Berlitz company now favoring a less rigid learning approach
The
grammar translation method
emphasizes memorizing 12 grammatical rules and translating L2 texts into L1, rooted in the European tradition of teaching classical languages to schoolchildren.
What is a method?
A method in language teaching involves an approach, design, and procedure, serving as a teacher's tool.
Appropriate methods
in different contexts : Considering the diverse contexts of language learning, teachers should seek the most fitting method for their specific teaching context, involving considerations such as place and manner of learning.
INDIVIDUAL LEARNER DIFFERENCES
Cross-linguistic influence
is when the knowledge or use of one language affects the learning or tse of another (typicaliy, L 1 influencing L2). The traditional term for this phenomenon is transfer. Another term, interference, wrongly implies that all L i influence on L2 learning has negative effects
Individual differences
between learners are those that potentially account for the wide variety of paths followed and ultimate achieved in additional language learning.
Age
According to the
critical period hypothesis,
there is a limited window of opportunity for language acquisition, during which input must tE received and processed, before the innate cognitive mechanisms responsible thc process 'shut down'.
Aptitude
Learning styles
are diverse approaches individuals use to acquire information, such as visual or tactile methods. Identifying and leveraging one's preferred style can optimize learning, explored through the Index of Learning Styles questionnaire at North Carolina State University.
Motivation
Integrative and instrumental orientations lead to distinct motivations in language learning. Integrative motivation involves a desire to integrate into the L2 community, while instrumental motivation is driven by practical benefits like improved job prospects.
intrinsic motivation
when the process itself is perceived as rewarding (intellectual satisfaction)
extrinsic motivation
when success provides external rewards
Learning strategies
are actions taken by individuals to facilitate language acquisition, such as making lists, creating language-use situations, or a combination of both.
ASSESSING ADDITIONAL LANGUAGES
A
construct
in testing is the ability, skill or knowledge that the test is (supposedly) testing.
Reasons for testing and models of language
1) Placement
2) Diagnostics
3) Achievement
Ethics and the consequences of testing
Construct validity
assesses how well a measurement system aligns with the intended construct.
Washback
refers to the impact of testing on learning and teaching.
ECONOMIC, CULTURAL AND POLITICAL ASPECTS OF ADDITIONAL LANGUAGE EDUCATION
Critical Pedagogy
Teaching approach fostering critical awareness and challenging systems of social injustice and oppression.
Native-Speakerism
Unquestioned assumption that language learning aims for 'native' competence, giving native speakers a perceived teaching advantage.
Reference
Hall, C. J., Smith, P. H. & Wicasono, R. (2017).
Mapping applied linguistics
. Routledge.
