Language Acquisition

Language Language Acquisition vs. Acquisition vs. Language LearningLanguage Learning

Jason Fritze - Nashville, Jason Fritze - Nashville, TNTN

www.comprehensibleinput.cwww.comprehensibleinput.comom

[email protected]@mac.com

How do you view your How do you view your role as a teacher?role as a teacher?

What do you consider What do you consider the role of the the role of the student?student?

What informs your What informs your perspective?perspective?

A moment for A moment for reflectionreflection

What is the big What is the big picture?picture?

How do we acquire How do we acquire language?language?

HOW and WHY have HOW and WHY have languages been taught languages been taught

in school?in school?

How do we acquire How do we acquire language?language?

Dr. Stephen Krashen Dr. Stephen Krashen says that we acquire says that we acquire language in only one language in only one

way…way…

by understanding by understanding messagesmessages

comprehensible comprehensible inputinput

Input Hypothesis (CI)Input Hypothesis (CI)

Humans acquire language in only one way - by understanding messages or by receiving "comprehensible input”

CI = i + CI = i + 11

Language AcquisitionLanguage Acquisition

Similarities & Similarities & differences between differences between first and second first and second language acquisitionlanguage acquisitionL1L1L2L2SLASLA

Krashen’s 5 Krashen’s 5 Hypotheses: the Hypotheses: the Monitor ModelMonitor Model

Acquisition - Learning Acquisition - Learning DistinctionDistinction

Natural Order HypothesisNatural Order Hypothesis Monitor HypothesisMonitor Hypothesis Input HypothesisInput Hypothesis Affective FilterAffective Filter

Krashen’s 5 Krashen’s 5 Hypotheses Hypotheses



AcquisitionAcquisitionleads to spontaneous, leads to spontaneous,

unplanned unplanned communication.communication.

Acquisition vs. Acquisition vs. LearningLearning

ImplicitImplicit SubconsciousSubconscious Informal Informal situationssituations

Uses grammatical Uses grammatical feelfeel

Depends on Depends on attitudeattitude

Stable order of Stable order of acquisitionacquisition

ExplicitExplicit ConsciousConscious Formal situationsFormal situations Uses grammatical Uses grammatical rulesrules

Depends on Depends on aptitudeaptitude

Simple to complexSimple to complex

PAIDEIA philosophyPAIDEIA philosophy

The 3 columns of The 3 columns of instructioninstruction

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.











Natural Order Natural Order HypothesisHypothesis

We acquire the rules of language in a predictable order

We do not yet know the exact order of language acquisition

Implications for grammar syllabus instruction…

Monitor HypothesisMonitor Hypothesis

Conscious learning ... can only be used as a Monitor or an editor (Krashen & Terrell 1983)

Input Hypothesis (CI)Input Hypothesis (CI)

Humans acquire language in only one way - by understanding messages or by receiving "comprehensible input”

CI = i + CI = i + 11

Providing Input for Providing Input for AcquisitionAcquisition

In classrooms we can provide In classrooms we can provide input that is optimal for input that is optimal for language acquisitionlanguage acquisition

Focus on the message / not Focus on the message / not the formthe form

Interesting topic (Intake)Interesting topic (Intake)

Evidence for the Input Hypothesis (chiefly Krashen 1985)

We speak to children acquiring their first language in special ways

We speak to L2 learners in special ways

L2 learners often go through an initial Silent Period

Comparative success of younger and older learners reflects provision of CI

Evidence for the Input Hypothesis (chiefly Krashen 1985)

More comprehensible input More comprehensible input

greater L2 greater L2 proficiencyproficiency

Lack of CI delays language Lack of CI delays language acquisitionacquisition

Immersion teaching is successful Immersion teaching is successful because it provides CIbecause it provides CI

Bilingual programs succeed to the Bilingual programs succeed to the extent they provide CIextent they provide CI

Evidence for the Input Hypothesis

According to Stephen Krashen:

“teaching methods work according to the extent that they

use comprehensible input”I would add “work” for acquisition

How can we How can we encourage encourage

subconscious subconscious acquisition?acquisition?

We must devote our major We must devote our major pedagogical efforts to pedagogical efforts to encouraging language encouraging language

acquisition.acquisition.

Acquisition or Learning?

1. repetition of sentences in a dialogue2. reading a story aloud followed by questions3. students exchanging views about their

favorite music4. students listening to grammatical

explanation5. studying a poem together6. learning lists of vocabulary with their translation

7. listening to how an activity should be done and then carrying it out

8. Role play - students act out going by train

Optimal Input for Optimal Input for AcquisitionAcquisition

ComprehensibleComprehensibleInteresting and RelevantInteresting and RelevantNot grammatically Not grammatically sequencedsequenced

Sufficient quantitySufficient quantityContext for messagesContext for messages

Signal meaning visuallySignal meaning visually

Gesture or act out meaning of Gesture or act out meaning of wordswords

Use propsUse props Draw or show other visualsDraw or show other visuals

The Affective FilterThe Affective Filter

The Affective FilterThe Affective Filter

Interesting topic Interesting topic (Comprehensible) (Comprehensible)

Student should “forget” that Student should “forget” that the message is encoded in the message is encoded in another languageanother language

Not insisting on too-early Not insisting on too-early productionproduction

(before the student is (before the student is ready)ready)

How do we lower the How do we lower the affective filter?affective filter?

The Affective Filter The Affective Filter

Pushing students to Pushing students to speak before they are speak before they are readyready

INCOMPREHNSIBLE INPUTINCOMPREHNSIBLE INPUT Uninteresting messageUninteresting message Error correctionError correction

How do we raise the How do we raise the affective filter?affective filter?

Errors in the target Errors in the target languagelanguage

Errors are inevitable Errors are inevitable Errors are plentiful in the early Errors are plentiful in the early stagesstages

EC puts students immediately on the EC puts students immediately on the defensivedefensive

EC encourages a strategy in which EC encourages a strategy in which the student will …the student will …

try to avoid mistakes & difficult try to avoid mistakes & difficult constructionsconstructions

and focus less on meaning and more on formand focus less on meaning and more on form Errors are actually “interlanguage”Errors are actually “interlanguage”

INTERlanguageINTERlanguageSelinker (1974) coined the term Selinker (1974) coined the term

INTERLANGUAGE INTERLANGUAGE

““the language of the learner”the language of the learner”

INTERlanguageINTERlanguage

Native language interference

Effects of instruction

Overgeneralization of rules

L2 learning strategies

L2 communication strategies

an individual language system created an individual language system created by by

second language learners second language learners resulting from 5 cognitive processes:resulting from 5 cognitive processes:

INTERLANGUAGE

Error correction is NOT Error correction is NOT the basic mechanism for the basic mechanism for

improving second improving second language performance.language performance.

A safe procedure is simply A safe procedure is simply to to eliminate error eliminate error correction entirelycorrection entirely in in communicative-type communicative-type activitiesactivities

““We can prepare them for the We can prepare them for the certainty that they will not certainty that they will not be able to find the right be able to find the right

word, that they will not be word, that they will not be able to understand able to understand

everything, and we can help everything, and we can help insure that they will insure that they will continue to obtain continue to obtain

comprehensible input.”comprehensible input.”

-Krashen-Krashen

Types of errorsTypes of errors

Strong errors - interfere Strong errors - interfere with meaningwith meaning

Weak errors - poor grammar Weak errors - poor grammar usage but doesn’t affect usage but doesn’t affect meaningmeaning

Long’s Interaction Long’s Interaction HypothesisHypothesis

19831983

Input can be made comprehensible Input can be made comprehensible in three waysin three ways Simplifying the input (using Simplifying the input (using familiar structures and vocabulary)familiar structures and vocabulary)

Using linguistic and extralinguistic Using linguistic and extralinguistic features (background knowledge, features (background knowledge, gestures…)gestures…)

Modifying the interactional Modifying the interactional structure of the conversation - structure of the conversation - negatiation of meaningnegatiation of meaning

Long’s Interaction Long’s Interaction HypothesisHypothesis

Students and teachers make input Students and teachers make input more comprehensible by negotiating more comprehensible by negotiating meaningmeaning

Students need to ask more questions Students need to ask more questions to negotiate meaning and negotiate to negotiate meaning and negotiate the type of input they receive in the type of input they receive in order to acquire languageorder to acquire language

Students who acquire best negotiate Students who acquire best negotiate mostmost

Negotiating MeaningNegotiating Meaning

Both parties in the teacher-Both parties in the teacher-student and student-student student and student-student interaction must seek interaction must seek clarification, check clarification, check comprehension and request comprehension and request confirmation that they have confirmation that they have understood or are being understood or are being understood by understood by

the other.the other.

After two years of After two years of instruction the student instruction the student

who is willing to who is willing to participate in a participate in a

conversation with a conversation with a speaker of the language speaker of the language

is rare!is rare!Solution?Solution? -Make them -Make them conversationally competentconversationally competent

By giving them the By giving them the means of managing means of managing

conversations, we can conversations, we can help them participate help them participate

in conversations in conversations despite their despite their inadequacies.inadequacies.

Devices to control the Devices to control the quantity and quality of quantity and quality of

INPUTINPUT Asking the native speaker for Asking the native speaker for helphelp

Verbal and non verbal cues:Verbal and non verbal cues: Uh, yeah, I mean …Uh, yeah, I mean … Nodding appropriately, eye gaze, Nodding appropriately, eye gaze, behaviorbehavior

Changing the subject to Changing the subject to something easier to understandsomething easier to understand

Input Processing Input Processing InstructionInstruction

Input ProcessingInput Processing

INPUT INPUT

(simplified and tailored to the (simplified and tailored to the learner’s level) learner’s level)

INTAKE INTAKE

(a filtered, processed version of (a filtered, processed version of the input)the input)

Professional Professional Literature Literature

and Researchand Research

Standards for Standards for Foreign Language Foreign Language

LearningLearningSS

COMMUNICATIONCOMMUNICATION CULTURESCULTURES CONNECTIONSCONNECTIONS COMPARISONSCOMPARISONS COMMUNITIESCOMMUNITIES

From Standards for Foreign Language Learning: Preparing for the 21st Century

COMMUNICATIONCOMMUNICATION Standard 1.1 (interpersonal): Students Standard 1.1 (interpersonal): Students engage in conversations, provide and engage in conversations, provide and obtain information, express feelings obtain information, express feelings and emotions, and exchange opinions.and emotions, and exchange opinions.

Standard 1.2 (interpretive): Students Standard 1.2 (interpretive): Students understand and interpret written and understand and interpret written and spoken language on a variety of topics.spoken language on a variety of topics.

Standard 1.3 (presentational): Students Standard 1.3 (presentational): Students present information, concepts, and present information, concepts, and ideas to an audience of listeners or ideas to an audience of listeners or readers on a wide variety of topics.readers on a wide variety of topics.

CULTURESCULTURES Standard 2.1 - Students demonstrate Standard 2.1 - Students demonstrate an understanding of the relationship an understanding of the relationship between the practices and the between the practices and the perspectives of the cultures studied. perspectives of the cultures studied.

Standard 2.2 - Students demonstrate Standard 2.2 - Students demonstrate an understanding of the relationship an understanding of the relationship between the products and perspectives between the products and perspectives of the cultures studied.of the cultures studied.

CONNECTIONSCONNECTIONS Standard 3.1 - Students reinforce and Standard 3.1 - Students reinforce and further their knowledge of other further their knowledge of other disciplines through the foreign disciplines through the foreign language.language.

Standard 3.2 - Students acquire Standard 3.2 - Students acquire information and recognize distinctive information and recognize distinctive viewpoints that are only available viewpoints that are only available through the foreign language and its through the foreign language and its culture.culture.

COMPARISONSCOMPARISONS

Standard 4.1 Linguistic Standard 4.1 Linguistic comparisons comparisons

Standard 4.2 Cultural comparisonsStandard 4.2 Cultural comparisons

COMMUNITIESCOMMUNITIES Standard 5.1 Standard 5.1

Students use the language both Students use the language both within and beyond the school within and beyond the school settingsetting

Standard 5.2 Standard 5.2 Students show evidence of becoming Students show evidence of becoming life-long learners by using the life-long learners by using the language for personal enjoyment language for personal enjoyment and enrichmentand enrichment

ACTFL K-12ACTFL K-12Performance Performance GuidelinesGuidelines

ComprehensionComprehensionComprehensibiltyComprehensibiltyLanguage ControlLanguage ControlVocabulary UsageVocabulary UsageCommunication Communication StrategiesStrategiesCultural AwarenessCultural Awareness

K-12 Performance K-12 Performance GuidelinesGuidelines

AdvancedAdvanced

Int. HighInt. High

Int. MidInt. Mid

Int. LowInt. Low

Novice Novice HighHigh

Novice Novice MidMid

NoviceNovice

LowLow

K-4K-4 K-8K-8 K-12K-12 5-85-8 5-125-12 7-127-12 9-109-10 11-1211-12

ACTFL K-12ACTFL K-12Performance Performance GuidelinesGuidelines

Perhaps the single most useful Perhaps the single most useful document to inform our document to inform our

teaching and assessment of teaching and assessment of student language and culture student language and culture

acquisitionacquisition

Available at ACTFL.ORGAvailable at ACTFL.ORG

Professional Professional Literature Literature

and Researchand Research

The StandardsThe Standards

In the past, foreign In the past, foreign language instruction language instruction focused primarily on the focused primarily on the memorization of words memorization of words and grammar rules. and grammar rules.

American Council on the Teaching of Foreign Languages. Standards for Foreign Language Learning: Preparing for the 21st century. Lawrence, KS: Allen Press, 1996, p. 97

The standards require a The standards require a much broader definition much broader definition of the content of the of the content of the language classroom, one language classroom, one in which students are in which students are given ample opportunity given ample opportunity to explore, develop, and to explore, develop, and use communication use communication strategies, learning strategies, learning strategies, and critical strategies, and critical thinking skills….thinking skills….

as well as the as well as the appropriate elements appropriate elements

of the language system of the language system and culture.and culture.

Standards for Foreign Language Learning: Preparing for the 21st Century, p. 97

Unfortunately, as Unfortunately, as generations of language generations of language students have taught us, students have taught us, grammar by itself does grammar by itself does not produce individuals not produce individuals who can speak or who can speak or understand the language understand the language they studied.they studied.


Foreign languages are not Foreign languages are not “acquired” when students “acquired” when students learn learn an ordered set of facts an ordered set of facts about the language (e.g., about the language (e.g., grammar facts, grammar facts, vocabulary).vocabulary).


Students need to be able to Students need to be able to use the target language for use the target language for real communication … to carry real communication … to carry out a complex interactive out a complex interactive process that involves process that involves speaking and understanding speaking and understanding what others say in the target what others say in the target language as well as reading language as well as reading and interpreting written and interpreting written materialsmaterialsStandards for Foreign Language Learning: Preparing for

the 21st Century, p. 97

Incorporating Incorporating Comparisons Standard Comparisons Standard

4.1 into Foreign 4.1 into Foreign Language TeachingLanguage Teaching

Serafima GettysSerafima GettysStanford UniversityStanford University

Foreign Language Annals Foreign Language Annals Vol. 36, No. 2 p. 188Vol. 36, No. 2 p. 188

“…“…instruction might be more instruction might be more effective and students might effective and students might benefit more if teachers and benefit more if teachers and textbook authors start textbook authors start thinking about language in thinking about language in terms of words, as terms of words, as contemporary linguistics and contemporary linguistics and psycholinguistics suggest psycholinguistics suggest (and not so much in terms of (and not so much in terms of grammar or structure).”grammar or structure).”Gettys, Serafima. Incorporating Comparisons

Standard 4.1 into Foreign Language Teaching p 188 Foreign Language Annals Vol. 36, No. 2

Gettys, Serafima. Incorporating Comparisons Standard 4.1 into Foreign Language Teaching p 188 Foreign Language Annals Vol. 36, No. 2

“…“…In a word-oriented In a word-oriented approach, learning approach, learning outcomes are seen by the outcomes are seen by the teacher more in terms of teacher more in terms of concrete lexical items. concrete lexical items. Grammatical skills are Grammatical skills are acquired through the acquired through the acquisition of the most acquisition of the most common words and their common words and their grammatical properties.grammatical properties.

Gettys, Serafima. Incorporating Comparisons Standard 4.1 into Foreign Language Teaching p 188 Foreign Language Annals Vol. 36, No. 2

Put differently, students Put differently, students learn not so much learn not so much grammar, but rather grammar, but rather engage in exploring engage in exploring individual words in the individual words in the entirety of their entirety of their syntactic, morphological, syntactic, morphological, and semantic features.and semantic features.

VYGOTSKY - VYGOTSKY - “Scaffolding”“Scaffolding”

the expert takes the expert takes control of those control of those

portions of a task that portions of a task that are beyond the are beyond the

learner’s current level learner’s current level of competence, thus of competence, thus

allowing the learner to allowing the learner to focus on the elements focus on the elements

within her/his range of within her/his range of abilityability

Teachers Handbook: Teachers Handbook: Contextualized Contextualized

Language Language InstructionInstruction

Shrum, Judith, and Eileen Shrum, Judith, and Eileen Glisan, 2000 (Heinle)Glisan, 2000 (Heinle)

Chapter 7: Using a Story-Chapter 7: Using a Story-Based Approach to Teach Based Approach to Teach

GrammarGrammar

by Bonnie Adair-Hauck, Richard Donato by Bonnie Adair-Hauck, Richard Donato and Philomena Cumo-johanssenand Philomena Cumo-johanssen

Teachers Handbook: Teachers Handbook: Contextualized Language Contextualized Language

InstructionInstruction

Chapter 7: Using a Story-Chapter 7: Using a Story-Based Approach to Teach Based Approach to Teach

GrammarGrammar

In the past, a traditional In the past, a traditional classroom classroom

with its emphasis on with its emphasis on grammatical competence and grammatical competence and

explicit knowledge explicit knowledge of language rules…of language rules…

did not provide occasions did not provide occasions for learners to for learners to “communicate” in the ways “communicate” in the ways that communication is that communication is currently being defined currently being defined and understood by and understood by psycholinguists, applied psycholinguists, applied linguists, materials linguists, materials developers, and the developers, and the language teaching language teaching profession.profession.

Teachers Handbook: Contextualized Language Instruction - Chapter 7: Using a Story-Based Approach to Teach Grammar

Unfortunately, many learners Unfortunately, many learners who spend years learning the who spend years learning the formal properties of the formal properties of the language language (sound system, verb conjugations, rules of (sound system, verb conjugations, rules of

syntax, vocabulary lists, etc.)syntax, vocabulary lists, etc.) could could not, in the end,not, in the end, exchange exchange information, express ideas or information, express ideas or feelings, construct and feelings, construct and control problem solving, or control problem solving, or develop and nurture a social develop and nurture a social relationship in a second-relationship in a second-language.language.

……we need to remember that we need to remember that understanding grammatical understanding grammatical structures apart from structures apart from their use and function is their use and function is pointless pointless unless one unless one wants to be a linguist wants to be a linguist and describe a language and describe a language scientifically without scientifically without necessarily becoming a necessarily becoming a communicatively competent communicatively competent user of that language.user of that language.

Like road signs, Like road signs, grammatical structures grammatical structures take on meaning only if take on meaning only if they are situated in a they are situated in a context, in people and context, in people and in connected discourse.in connected discourse.


Furthermore, Krashen Furthermore, Krashen (1982) reminds us that (1982) reminds us that grammatical structures grammatical structures will become will become internalized only if internalized only if the learners are placed the learners are placed in a situation in which in a situation in which they need to use they need to use (process) the (process) the structures for structures for communicative purposes.communicative purposes.

Consequently, an important Consequently, an important role of the teacher is to role of the teacher is to create learning situations create learning situations in which the learners feel in which the learners feel a need to call upon and a need to call upon and make use of the grammar in make use of the grammar in order to comprehend and order to comprehend and communicate in the target communicate in the target language.”language.”


……Many of us have probably Many of us have probably experienced this method of experienced this method of grammar instruction, since grammar instruction, since most textbooks present most textbooks present grammar in this grammar in this fashion. fashion.


Unfortunately, many of Unfortunately, many of the textbooks the textbooks manipulative drills manipulative drills are grounded in are grounded in shallow and artificial shallow and artificial contexts (Walz, 1989) contexts (Walz, 1989) that have little that have little importance to the real importance to the real concerns of learners.concerns of learners.Teachers Handbook: Contextualized Language

Instruction - Chapter 7: Using a Story-Based Approach to Teach Grammar

Thus the practice Thus the practice opportunities are opportunities are meaningless to learners meaningless to learners and are not capable of and are not capable of engaging their commitment engaging their commitment to learning, their to learning, their imaginations, or their imaginations, or their desire to communicate desire to communicate using the forms they are using the forms they are learning. learning. Teachers Handbook: Contextualized Language

Instruction - Chapter 7: Using a Story-Based Approach to Teach Grammar

It is common for It is common for teachers to observe that teachers to observe that these mechanical, these mechanical, repetitive drills often repetitive drills often result in unmotivated result in unmotivated and lethargic responses and lethargic responses in learners, no matter in learners, no matter how much context is how much context is given in the directions given in the directions or how much or how much personalization is personalization is provided.provided.

……we believe that it is we believe that it is time to begin a serious time to begin a serious reappraisal regarding the reappraisal regarding the teaching of grammar and a teaching of grammar and a new vision that goes new vision that goes beyond dichotomies in beyond dichotomies in approaches. In this approaches. In this chapter, we are chapter, we are advocating a story-based advocating a story-based and guided participatory and guided participatory approachapproach..


But what about But what about GRAMMAR?GRAMMAR?

Case against a Case against a grammatical syllabusgrammatical syllabus

All students may not be at the same All students may not be at the same stagestage

The “structure of the day” may not be The “structure of the day” may not be i + i + 11 for some students for some students

Each structure often only presented Each structure often only presented onceonce

Assumes that we know the order of Assumes that we know the order of acquisitionacquisition

Places serious constraints on what Places serious constraints on what can be discussedcan be discussed

In other words a In other words a grammatical focus will grammatical focus will

usually…usually…PREVENT COMMUNICATION USING THE SECOND LANGUAGE !!!!!!

Grammar within contextGrammar within context

Content (a story, etc.) Content (a story, etc.) provides a context for provides a context for detailed grammar studydetailed grammar study

First the students acquire First the students acquire language, then they hone language, then they hone their communication skills their communication skills with a more specific grammar with a more specific grammar focusfocus

Shumann’s Acculturation Shumann’s Acculturation HypothesisHypothesis

Acculturation is the major casual Acculturation is the major casual variable in SLAvariable in SLA

The degree to which the learner The degree to which the learner acculturates to the target culture acculturates to the target culture group will control the degree to which group will control the degree to which he acquires the languagehe acquires the language

Acculturation may be the most affective Acculturation may be the most affective way of lowering the active filter and way of lowering the active filter and getting input for immigrants and long-getting input for immigrants and long-term visitorsterm visitors

Multiple IntelligencesMultiple Intelligences

Mini-Documentary: The Key Learning Community: Cultivating "Multiple Intelligences”

Interview: Howard Gardner on Multiple Intelligences and New Forms of AssessmentClips from the George Lucas Educational

Foundation http://glef.org/index.html#

Multiple Multiple IntelligencesIntelligences

PERSONALPERSONAL Intrapersonal / Intrapersonal / IntrospectiveIntrospective

Interpersonal / Interpersonal / SocialSocial

ACADEMICACADEMIC Logical / Logical / MathematicalMathematical

Verbal / Verbal / LinguisticLinguistic

EXPRESSIVEEXPRESSIVE Bodily / Bodily / KinestheticKinesthetic

Visual / Visual / SpatialSpatial

Musical / Musical / RhythmicRhythmic

EMERGING EMERGING NaturalistNaturalist


INTRAPERSONAL / INTROSPECTIVE INTRAPERSONAL / INTROSPECTIVE

Journals, personal reflection, Journals, personal reflection, problem-solving activities, problem-solving activities, autobiographies and family autobiographies and family heritage study, open-ended heritage study, open-ended expressionexpression


INTERPERSONALINTERPERSONAL / SOCIAL / SOCIAL

Cooperative tasks such as think-Cooperative tasks such as think-pair-share (interpersonal pair-share (interpersonal communiative activities) and communiative activities) and jigsaws; creative group tasks jigsaws; creative group tasks such as collages and storybooks; such as collages and storybooks; interactive technology such as interactive technology such as email, CD-ROM, and Internetemail, CD-ROM, and Internet


LOGICALLOGICAL / MATHEMATICAL / MATHEMATICAL

Graphic organizers that show Graphic organizers that show patterns patterns

and relationships; problem-and relationships; problem-solving and manipulatives, solving and manipulatives, puzzles and games; challenge puzzles and games; challenge taskstasks


VERBALVERBAL / LINGUISTIC / LINGUISTIC

Graphic organizers to promote Graphic organizers to promote brainstorming and generating brainstorming and generating ideas; list making; mnemonics, ideas; list making; mnemonics, verbal games, speakers, verbal games, speakers, interviews, peer teaching, interviews, peer teaching, personal expression (opinions and personal expression (opinions and reactions), logs or journalsreactions), logs or journals


BODILY / KINESTHETICBODILY / KINESTHETIC

TPR; creative dramatics and TPR; creative dramatics and mime; creating things; role mime; creating things; role playing and interviews; playing and interviews; projects, field trips, active projects, field trips, active learninglearning


VISUALVISUAL / SPATIAL / SPATIAL

Learning experiences using Learning experiences using drawings, charts, props, drawings, charts, props, posters, photographs; posters, photographs; illustrations, demonstrations; illustrations, demonstrations; use of overhead projector, use of overhead projector, chalkboard, videochalkboard, video


MUSICALMUSICAL / RHYTHMIC / RHYTHMIC

Songs, music, dance of the Songs, music, dance of the target culture; music target culture; music mnemonics, jingles, raps, mnemonics, jingles, raps, cheers; using movement or dance cheers; using movement or dance to illustrate ideas or conceptsto illustrate ideas or concepts


NATURALISTNATURALIST

Data collection; Data collection; demonstrations; research demonstrations; research projects; logs; reportsprojects; logs; reports

Content-BasedContent-BasedInstructionInstruction

Foundation of immersion programs Foundation of immersion programs since the 60ssince the 60s

Research confirms that CB approaches Research confirms that CB approaches result in student attainment of result in student attainment of advanced levels of proficienciesadvanced levels of proficiencies

Researchers suggest implementing CBI Researchers suggest implementing CBI at the high-school level by offering at the high-school level by offering content-based electives such as art, content-based electives such as art, PE, and musicPE, and music

Content-BasedContent-BasedInstructionInstruction

What is CBI?What is CBI? CBI uses the content, learning CBI uses the content, learning objectives, and activities from objectives, and activities from the school curriculum as the the school curriculum as the vehicle for teaching language vehicle for teaching language skillsskills

Content-Based Art UnitsContent-Based Art Units

Henri MatisseHenri Matisse Claude MonetClaude Monet CézanneCézanne Georges Seurat Georges Seurat

Frida KahloFrida Kahlo Fernando BoteroFernando Botero Pablo PicassoPablo Picasso Francisco de Francisco de GoyaGoya

The Huichol The Huichol peoplepeople

The AztecsThe Aztecs

Velázquez

• Las Meninas 1656

Miró

• Chiffres etConstellations

Content-Based Units Content-Based Units Based on Videotext Based on Videotext (film (film

clips)clips)

Sequencing game -Sequencing game -simplified, adapted textsimplified, adapted text

Timed writing in groups with Timed writing in groups with whiteboards whiteboards

(86 words in 5 minutes)(86 words in 5 minutes)

Les Parapluies de CherbourgLes Parapluies de Cherbourg

• French musical directed by French musical directed by Jacques Démy, Music by Michel Jacques Démy, Music by Michel LegrandLegrand

• Highly comprehensibleHighly comprehensible

• Authentic language and Authentic language and cultureculture

Videotext Content-Based Videotext Content-Based UnitsUnits

ReadingReading

An essential source of CIAn essential source of CI

Reading in the languageReading in the language

Short StoriesShort Stories Free Voluntary Free Voluntary ReadingReading

Classroom Classroom LibrariesLibraries

Reading LogReading Log Graded ReadersGraded Readers Cultural ReadingsCultural Readings

Provides Provides researchresearch

supporting supporting reading in FL reading in FL programsprograms

Makes a strongs Makes a strongs case for Free case for Free Voluntary Voluntary ReadingReading

Free Voluntary ReadingFree Voluntary Reading

The missing ingredient in FL The missing ingredient in FL instructioninstruction

Reading for pleasureReading for pleasure Rich print environmentRich print environment

My classroom librariesMy classroom libraries

SpanishSpanish FrenchFrench

Children’s Children’s Literature and Literature and Classic TalesClassic Tales

An excellent source of repetitive, highly An excellent source of repetitive, highly predictable yet interesting CIpredictable yet interesting CI

The Natural The Natural ApproachApproach

Krashen & Terrell, 1983

Natural Approach Techniques

a) Affective-Humanistic activities* dialogues – short and useful - 'open' dialogues

* interviews – pair work on personal information* personal charts and tables * preference ranking – opinion polls on favorite

activities * revealing information about yourself – e.g. what I

had for breakfast * activating the imagination – e.g. give a historical figure advice

Natural Approach Techniques

b) Problem-solving activities* task and series – e.g. components of an activity

such as washing the car* charts, graphs, maps – e.g. busfares, finding

the way* developing speech for particular occasions –

e.g. What do you say if …* advertisements

c) Games, e.g. What is strange about … a bird swimming?'

d) Content activities, e.g. academic subject matter such as math

The Natural ApproachThe Natural Approach

Limitations:Limitations:

Often incomprehensible Often incomprehensible input input i i + 32+ 32

Lack of sufficient Lack of sufficient quantity of inputquantity of input

Total Physical Total Physical ResponseResponse

““Classical TPR”Classical TPR”

Created by James Created by James AsherAsher

TPR stepsTPR steps Model Model AssessAssess

Delay modelingDelay modelingRemove modelingRemove modelingVary the groupsVary the groupsNovel commandsNovel commands

PACE modelPACE model PresentationPresentation AttentionAttention Co-constructionCo-construction ExtensionExtension

Developed by Donato and Adair-Hauk


StorytellingStorytelling

TPRSTPRScreated by Blaine Raycreated by Blaine Ray


StorytellingStorytelling

TPRSTPRScreated by Blaine Raycreated by Blaine Ray

TPRS = TPRS =

Teaching Teaching Proficiency Proficiency

through Reading through Reading & Storytelling& Storytelling

STORYTELLINGSTORYTELLING ASKINGASKING

THE 7 STEPSTHE 7 STEPS

Vocabulary - Pre-teach itVocabulary - Pre-teach it Personalize - Ask questionsPersonalize - Ask questions Mini-Situation - Ask a storyMini-Situation - Ask a story Retell (Teacher)Retell (Teacher) ReadingReading Discuss the reading & Discuss the reading & personalizepersonalize

Assess (Student retell)Assess (Student retell)

Step 3 - Literacy

Step 2 - Story

Step 1 - Vocabulary

ASK the STORYASK the STORYQuestioning is the key!Questioning is the key!

State and questionState and question Attempt to ask four questions for Attempt to ask four questions for each statementeach statement

Low to high level questionsLow to high level questions

yes / noyes / no either / oreither / or Fill in the blankFill in the blank Who? Where? When? What?Who? Where? When? What? How? Why?How? Why?

Popular SongsPopular Songs

EL BARQUITOEL BARQUITO

Había una vez un barco muy chiquito … ( x Había una vez un barco muy chiquito … ( x 3 )3 )

que no podía … ( x 3 ) navegar.que no podía … ( x 3 ) navegar.

Pasaron una, 2, 3, 4, 5, 6, 7 semanas… (x Pasaron una, 2, 3, 4, 5, 6, 7 semanas… (x 3)3)

pero el barquito todavía, no podía pero el barquito todavía, no podía navegar.navegar.

Y si esta historia no les parece larga… Y si esta historia no les parece larga… (x 3)(x 3)

Volveremos, volveremos, volveremos a Volveremos, volveremos, volveremos a empezar…empezar…

Methods I use to teach Methods I use to teach language and culturelanguage and culture

Total Physical Response (TPR)Total Physical Response (TPR) TPR Storytelling (TPRS)TPR Storytelling (TPRS) Content-Based Instruction (Immersion)Content-Based Instruction (Immersion)

Thematic UnitsThematic UnitsChildren’s LiteratureChildren’s LiteratureCulture: Art, Food & MusicCulture: Art, Food & Music

ReadingReading Traditional and Popular MusicTraditional and Popular Music

AssessmentAssessment Accuracy - ACTFL proficiency Accuracy - ACTFL proficiency guidelinesguidelines

Informal vs. FormalInformal vs. Formal Class participationClass participation Performance Based assessmentPerformance Based assessment QuizzesQuizzes Timed writingsTimed writings Use informal assessments to indicate Use informal assessments to indicate when students are ready to perform on when students are ready to perform on more formal assessmentsmore formal assessments

I believe I believe

that that allall students can students can successfully successfully acquire more acquire more

than one than one language, language, and that I and that I

am am responsible responsible for making for making

that happen.that happen.

My PhilosophyMy Philosophy In order for all students to In order for all students to

acquire and language, I must acquire and language, I must provide the motivation and the provide the motivation and the language input in my classes. language input in my classes. I am only successful when each I am only successful when each student is successful to the student is successful to the

best of his/her ability.best of his/her ability.

““The purpose of language The purpose of language instruction is to provide instruction is to provide

students with what they need students with what they need so they can progress without so they can progress without

us.”us.”-Krashen-Krashen

Recommended ReadingRecommended ReadingAmerican Council on the Teaching of Foreign Languages (ACTFL), 1995. Standards for Foreign Language Learning: Preparing for the

21st Century. Yonkers, NY: American Council on the

Teaching of Foreign Languages, Inc.

ACTFL Proficiency Guidelines, 1989. Yonkers, NY: American Council on the Teaching of Foreign Languages, Inc.

Asher, James, 2000. Learning Another Language Through Actions. Los Gatos, CA: Shy Oaks.

Curtain, Helena and Carol Ann Bjornstad Pesola, 1994. Languages and Children - Making the Match. White Plains, NY: Longman Publishing.

Krashen, Stephen, 2003. Explorations in Second Language Acquisition and Use, Portsmouth, NH: Heinemann.

Recommended Reading Cont.Recommended Reading Cont.Krashen, Stephen, 1995. Foreign Language Education the Easy

Way.

Krashen, Stephen, 1993. The Power of Reading: Insight from the research. Englewood, CA: Libraries Unlimited.

Krashen, Stephen, & Tracy Terrell, 1983. The Natural Approach: Language acquisition in the classroom. Hayward, CA: The Alemany Press.

Pennac, Daniel, 1992. Comme un roman, Paris: Gallimard.

Ray, Blaine and Contee Seely, 2000. Fluency Through TPRStorytelling: Achieving Real Language Acquisition in School. Berkeley, CA: Command Performance Language Institute.

Shrum, Judith, and Eileen Glisan, 2000. Teacher’s Handbook - Contextualized Language Instruction, Boston: Heinle.

Williams, Marion and Robert Burden, 1997. Psychology for Foreign Language Teachers: a social constructivist approach. Cambridge: Cambridge University Press.

Language Acquisition

Documents

Transcript of Language Acquisition