BLE 220 Sept 30

BLE 220 Sept 30 - Second Language Acquisi0on and...

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Unformatted text preview: Second Language Acquisi0on and Program Models BLE 220 Week 6 September 30th, 2009 Other Elements Concerning SLA 1.  2.  3.  4.  Communica0ve competence Input hypothesis Affec0ve Filter Error correc0on (views from each theory) What theory supports this topic/concept? What does this concept look in a classroom? Think of an example. Theories that Drive Prac0ce •  As a table group  ­ match up the classroom prac0ces to their theory –  Source of linguis0c input –  Ideal classroom composi0on –  Student Output –  Pressure to speak –  Error Correc0on Behaviorist Source of Linguis-c Input Language dialogues and drills from the teacher or audiotape All target language learners of similar second language learners Na-vist Interac-onist Natural language from the teacher, friends or books Ideal Classroom Composi-on Interac-onist Target language learners of similar language proficiency, so that “i + 1” can be achieved Na0ve speaker together with target language learners for social interac0on aimed at communica0on Student Output Structured repe00ons and grammar pa\ern drill responses Output is not a Speaking occurs concern, it will occur naturally in naturally communica0on with others Behaviorist Pressure to Speak Students repeat (speak) immediately Na-vist “silent period” is expected –no pressure to speak Interac-onist No pressure to speak except natural impulse to communicate Errors that impede communica0on will be corrected naturally was meaning is nego0ated; some errors may require explicit correc0ve instruc0on Error Correc-on Errors are corrected Errors are not immediately corrected; students will correct themselves with 0me “there is no single best way to learn a second language. It is all rela0ve to who the learners are, what their goals are, and what linguis0c and conceptual knowledge they bring with them…” Quick Write What is one element related to second language acquisi0on that you want to remember and implement into your classroom? Revisi0ng program models 1.  Discuss with a partner the program model you presented last week (dual language, etc.). What theories do you think inform this model? How can you tell? Revisi0ng the AZ model 1.  What theories are behind AZ’s 4 hour block model? 2.  What other theories could teachers incorporate? ELD Components (4 ­hour block) Phonology: Speech, sounds Semantics: Meaning of words or sentences Morphology: Parts of words, verb tenses Vocabulary Pragmatics How you use language Syntax: Lexicon: Collection of words you know Grammar, sentence structure, language rules Defini0on of “ELD” “ELD” means English language development, the teaching of English language skills to students who are in the process of learning English. It is distinguished from other types of instruction, e.g, math, science, or social science, in that the content of ELD emphasizes the English language itself. ELD instruction focuses on phonology (pronunciation), morphology (the internal structure and form of words), syntax (English word order rules), lexicon (vocabulary), and semantics (how to use English in different situations and contexts). (AZ Dept of Ed., ELL Task Force, 2008) Revisi0ng the AZ model 1.  What other theories could teachers incorporate? Looking Ahead Readings for next week:  ­ ­Preparing mainstream teachers for ELLs (pp. 38 ­53) When you are reading, think about the following: 1.  What do you think is meant by “best prac0ces” in educa0on? 2.  How could employing “just good teaching prac0ces” hinder and help English language learners? Bring all 3 course texts to class next week. ...
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