Some key points on additional language learning
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Some Key Understandings of Additional Language Learning Written & spoken language differ and offer different Challenges for students There are further differences to consider: • Content (field) • Relationships between speaker and audien (tenor) • Spoken vs. written (mode) • Together referred to as register Adapted from Gibbons, From Talking to Writing: the Mode Continuum
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A few important notes for consideration on the learning of additional languages in an academic setting. Adapted from Gibbons, Talking to Writing: The Mode Continuum Thank you Bairbre Ni Oisin for leading our session.
Transcript of Some key points on additional language learning
Some Key Understandings of Additional Language Learning
Written & spoken language differ and offer different
Challenges for studentsThere are further differences to consider:
•Content (field)•Relationships between speaker and audience (tenor)•Spoken vs. written (mode)
•Together referred to as register
Adapted from Gibbons, From Talking to Writing: the Mode Continuum
Personal experience
Osamu shared his experience as an Additional Language Learner
giving the example of the USE measurement system
In the classroom
Students learn to vary the register as they progress through school
This is a strong argument for integrating content and language learning
In the classroom
The less shared knowledge the more explicit language must become
“The more students are doing things together and engaging in dialogue, the more they can take for granted.”
Take away
Conversational language develops quite rapidly(one or two years)
Academic registers (may take five to seven)
