1 / 21

The Basics of Language Acquisition

The Basics of Language Acquisition. Applying them in the classroom and sharing them with others. Introductions. Tabitha Kidwell, M.A. Foreign and Second Language Education, The Ohio State University How about you? Who is… …teaching at the primary/secondary/tertiary level?

calix
Télécharger la présentation

The Basics of Language Acquisition

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Basics of Language Acquisition Applying them in the classroom and sharing them with others

  2. Introductions • Tabitha Kidwell, M.A. Foreign and Second Language Education, The Ohio State University • How about you? Who is… • …teaching at the primary/secondary/tertiary level? • …a student / a novice (<5 years) / experienced (5-15 years), mature (15+ years) teacher? • …currently teaching in an immersion setting? / will soon in the future?

  3. Objectives Participants will be (re-)familiarized with basic language acquisition concepts Participants will gain ideas about how to apply these concepts in the classroom. Participants will gain ideas about how to share these concepts with content teachers. So… what ARE these “basic language acquisitions concepts?”

  4. Basic Language Acquisition Concepts Learning versus Acquisition Krashen’s Input Hypothesis & Monitor Model Comprehensible Output Zone of Proximal Development Interlanguage

  5. Learning vs. Acquisition Learning a language is actively studying the structure and trying to memorize and learn the vocabulary and grammar. Acquiring a language is what happens when we are focusing on “what is being said rather than how” (Krashen, 1984) – this is how children learn language. Which is more likely to be found in an immersion classroom?

  6. Krashen’s Input Hypothesis(Monitor Model) Acquisition-Learning Hypothesis Monitor Hypothesis Natural Order Hypothesis Input Hypothesis (Comprehensible Input / i + 1) Affective Filter Hypothesis What do you think are the implications of this for classroom practice?

  7. Implications You must provide comprehensible input in the classroom - through gestures, pictures, background knowledge… what else? That input should be i+ 1. What does that look like? You must create a low-anxiety environment. What is the role of error correction? How about requiring all students to speak? Some grammar instruction can be beneficial for the “Monitor”, but students need time to use this knowledge.

  8. Key Teaching Idea: Think, Pair, Share Give a prompt or ask a question. Give students 1-2 minutes to think about their answer, maybe even writing it down. Have students share and discuss their answers with one other student. Ask for volunteers to share with the class.

  9. Key Teaching Idea 2: Encourage Access to Input Outside of Classroom Gutenberg Project (all books published before 1923 are free) Podcasts Language Learning Websites Voice of America Special English U.S. Department of State English Learning Websites

  10. Comprehensible Output & Interaction Speakers will make changes in their language as they interact & negotiate meaning with others. Comprehensible output is also necessary to develop language What do you think are the implications of this for classroom practice?

  11. Implications Students need to be involved as well, and have opportunities to practice their language at the appropriate level. Teachers need to create real conditions of communication in the classroom – what might this look like?

  12. Key Teaching Idea: Information Gap Students work in pairs Give each student only half of the information. They must talk to their partner to get the other half of the information You can easily make information gaps for any topic, including content information

  13. Zone of Proximal Development Learning occurs when learners interact with material in the “Zone of Proximal Development” – situations where they are capable of performing at a higher level because there is support. Support can come from the teacher, a peer, or materials. Often called Scaffolding. What might scaffolding look like?

  14. Implications: ZPD Teachers pre-teaching content or vocabulary before students read a text. Showing a video before a lecture. Peer tutoring Reading Guides Guided Notes

  15. Key teaching Idea: Rubrics as Scaffolding If you give students a rubric before they complete an activity, they will know how they will be evaluated, and therefore what direction to take. http://rubistar.4teachers.org/ can help you make high quality rubrics

  16. Interlanguage A learner’s current language reflects the current state of their language knowledge Sometimes an increase in error may actually show progress

  17. Implications: Interlanguage Errors are not bad – they are learning opportunities Use student’s interlanguage to get clues about their knowledge

  18. Key Teaching Idea: Language and Content Objectives • Content Objectives Examples A. Students will be able to discuss the events that led to Indonesia’s independence B. Students will be able to compare and contrast Mars and the Earth • Language Objectives Examples A. Students will be able to use sequencing vocabulary (and then, next, last, etc.) B. Students will be able to construct comparative sentences

  19. Sharing This Knowledge: Instructional Techniques for Content Teachers Modify Input Use Contextual Cues Check for Understanding Design Appropriate Lessons

More Related