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TSL 4320:ESOLTSL 4320:ESOL
Strategies for theStrategies for the
Content Area TeacherContent Area Teacher
Class 3Class 3
Welcome!Welcome!FALL 2007FALL 2007
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AgendaAgenda
Welcome! Qs & As
SharingModified vs. Non-Modified LessonFindings (turn in Venn Diagram)
ESOL Program Models
Language Learning: Language Structures,Dialects
Book Buddy Discussion Sharing L2 Learning Experiences
Comparing L1/L2 Learning
Second Language Acquisition Theories
Stages
Affecting Factors
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SharingSharingModified vs.Modified vs.
NonNon--Modified LessonModified Lesson
Group Venn diagramGroup Venn diagram
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Program Models and Case StudiesProgram Models and Case StudiesComplete the blanks on the chart provided
ESOL Models
1. Mainstream Classes (inclusion)2. Self-contained Classes (elementary) and
Sheltered Classes (high school)*
3. ESOL Pullout
Bilingual Models
1. Two-way Bilingual Programs2. Transitional Bilingual Programs
3. Maintenance Programs
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LanguageLanguage
Acquisition,Acquisition,
Structure, & UseStructure, & Use Every teacher is a language teacher.Every teacher is a language teacher.
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LANGUAGE ACQUISITIONLANGUAGE ACQUISITION----
HmmmHmmm
1. Is learning your native language more
like learning to walk or like learning to
play a musical instrument? Why?
2. Is language innate or learnedor
both? Explain.
3. What kinds of (corrective) feedbackdo parents give to children learning
language?
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More ponderingsMore ponderings
Do primitive languages exist? What are language universals?
How does language change?
How do children learn their first language?
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LANGUAGE ACQUISITION,LANGUAGE ACQUISITION,
STRUCTURE, AND USESTRUCTURE, AND USE All processes acquired simultaneously
Acquisition, structure, and use informed byculturally accepted values and beliefs
Assumptions and perceptions made about
mismatches or mistakes
Language learning occurs naturally
Language is complex
Implications for re-thinking how we organizelanguage learning & development in US publicschools
St t f LSt t f L
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Structure of LanguageStructure of Language
PrimerPrimer Phonology
Syntax Grammar
Morphology
Semantics Pragmatics
Discourse
Nonverbal communication
Language variation: dialects
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Phonology: The SoundPhonology: The Sound
System of a LanguageSystem of a Language Languages have different sounds
rr in Spanish
th in English
Other examples? Languages allow only certain sound
combinations (phonemic sequences)
special (Eng.) v. especial (Span.)
Ngo (Viet.) v. singing (Eng.)
Other examples?
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PhonologyPhonology
Languages discriminate sounds differently
/b/ vs. /v/ in English and Spanish (allophones) Tout vs. Tu in French and English
Other examples?
Languages use intonation differently
Chinese: ma (rising tone) vs. ma (falling tone)
English: How are you? (greeting) vs. Fine,how are you? (response)
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PhonologyPhonology
Languages have different timing and stress
patterns Example: English (as stress-timed language)
Cows eat grass
The cows eat the grass
The cows are eating the grass
Las vacas comen pasto Spanish
Example: dgegetit? Wazup?
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PhonologyPhonology
Syllables emphasized or reduced by pitch (high
vs. low) change meaning By length (of vowel)
By quality of vowel
By loudness
Example:
I walked TO (not from) the park v. I walked to the
park.
ExCUSE me! v. Excuse me.
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Phonology permits us to:Phonology permits us to:
produce sounds which form meaningful
utterances recognize accents
make up new words
recognize what is/isnt a sound in oneslanguage
add appropriate phonetic segments toform plurals and past tenses
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Phonological AwarenessPhonological Awareness
General term about noticing the sounds of alanguage
Timing
IntonationStress
WordsSyllables
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ELL Considerations (1)ELL Considerations (1)
Phonemes not present in the L1?
Some ELLs cant distinguish between the th voiceless sound inthigh and the voiced in thy because their languages do not havethese sounds.
When certain sounds are not present in the L1, ELLs may not evenhear them.
Phonemes not occurring in certain positions in the L1?
In Spanish, certain consonants do not occur at the end of words,such as cog, bag, and stand.
R in initial and middle positions might pose problems for speakersof some Asian languages
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ELL Considerations (2)ELL Considerations (2)
Phonemes not occurring in certain combinations?Consonant blends and clusters occur at thebeginning, middle, and end of words, which may be
unusual for some ELLs. How extensive is the oral language and vocabulary
base?
Teachers should realize that ELLs may have difficultybecause they just dont know enough Englishespecially those that are at the preproduction
stage, which is considered the silent period.
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SyntaxSyntax -- Word order andWord order and
structurestructure The knowledge of the structure of phrases and
sentences in a given language is SYNTAX.
Both the meaning of words and the structure ofthe sentence/phrase contribute to meaning. Forexample, word order can change meaning:
The cat was on the mat.
The mat was on the cat.
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SyntaxSyntax
Sentences must conform to rules of syntax tobe grammatical. Ungrammatical sentences
dont follow syntactical rules.
Syntactic knowledge extends beyondgrammaticality. The rules of syntax also
accounts for double, or AMBIGUOUS,
meanings. An example of STRUCTURALAMBIGUITY can be found in the following:
I saw the man with a telescope.
Wh i h l
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What is the structuralWhat is the structural
ambiguity in the following:ambiguity in the following:
No smoking section available.
Visiting friends can be fun!
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SyntaxSyntax
The rules of syntax also give us the ability toidentify when two sentences
(PARAPHRASES) mean the same thing
though they have different structures. Forexample:
It is relaxing to read. = Reading is relaxing.
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S t i lS t i l
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Sentences in every languageSentences in every language
include a:include a:
Subject (S) Verb (V)
Object (O)Example:
I read my book.(S)(V) (O)
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6 Basic Word Orders6 Basic Word Orders
SVO English, French, Swahili, Thai
VSO Tagalog, Irish, Arabic
SOV Turkish, Japanese, Eskimo
OVS Apalai (Brazil), Barasano (Colombia)
OSV Apurina and Xavante (Brazil)
VOS Cakchiquel (Guatemala)
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What is the word order?What is the word order? Tagalog: Sumagot siya sa propesor.
Answered he the professor.
Turkish: Romalilar barbarlari yendiler.Romans barbarians defeated.
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Negation of SentencesNegation of Sentences
In Spanish, the word no is placed infront of the first verb in the sentence.For example:
Juan tiene television.Juan no tienetelevision.
The negation process in English is morecomplex. For example:
John has a television.John does not
have a television.
S diffi lt i tSome difficult grammar points
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Some difficult grammar pointsSome difficult grammar points
for ELLs:for ELLs:
Verb tense errors (The business society rely
heavily on other businesses.) Irregular verbs
Count v. non-count nouns (Theres a special
program to help the peoples.) Word forms (I could see how cruelty it was.)
Double negatives (I dont never go there.)
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Morphology: formulation ofMorphology: formulation of
words with meaning unitswords with meaning units
Morpheme (Greek: morphe (form)
the smallest unit of meaning
One word can be composed of one or
more morphemes:
1: desire
2: desire + able
3: desire + able + ity
4: un + desire + able + ity
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Find that Morpheme!Find that Morpheme!
Divide the following words into their individual morphemes
as shown below: Example: beautiful = beauty + ful
* retroactive = _________+_______+_____
befriended = _______________________ margin = _______________________
grandmother = _______________________
unpalatable = _______________________
ungentlemanliness = _______________________
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Derivational MorphemesDerivational Morphemes
1. Elizabeth Elizabethan
Exact Exactly Whats happening to the grammatical class?
2. auto + biography autobiography
super + human superhuman
music + ian musician
What happens when these morphemes arejoined?
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When a DERIVATIONAL MORPHEME is conjoinedto other morphemes (or words), a new word isderived (formed). Sometimes DERIVATIONAL
MORPHEMES change: Grammatical classes
Example: cooperate (verb) + -ive = cooperative
(adjective or noun) Meaning
Example: semi + annual = semiannual
pig + let = piglet
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Language differencesLanguage differences In English, we form comparatives by adding the inflectional
morpheme er or by adding the word more (in front of longeradjectives). In Spanish, theres only one waythe word
mas (more) is put in front of the adjective or adverb, and theword que is put after the adjective or adverb. For example,
Ana es mas inteligente que Ricardo. A native Spanishspeaker learning English may say, Cathy is more old thanMiguel rather than adding the er to old.
Vietnamese and Chinese speakers do not add inflectionalmorphemes to show past tense. All tense relations are
shown through expressions of time. Because of this, anAsian student may say: Yesterday I go to the hospital.
What are implications for teaching ELLs?
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SemanticsSemantics
Study of linguistic meanings of morphemes, words,phrases, and discourses
SEMANTIC PROPERTIES of morphemes and wordshelp convey meaning.
The following words share the semantic property human:doctor child parent baby
professor bachelor dean
Categorize them according to as many other semanticproperties that you can think of.
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S iS ti CC t
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SemanticsSemantics----CognatesCognates
For this method necesario
Study short vocabulario
It might help increase salario
You'll be linguist honorario
You see, you know it, the definicin
You know the root, by cognicin
Now learn the ending by repeticinSoon you'll speak by intuicin!
Used with permission Ellis Toussier-Ades Bigio-Antebi (1987)
[email protected] www.geocities.com/Paris/5000/
Case Study: DimitriCase Study: Dimitri
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Case Study: DimitriCase Study: Dimitri(Gabler, 2004)(Gabler, 2004)
Problem: False cognate interfered withcomprehension of poem entitled
Sympathy
English Russian
sympathy simpatichniy
(nice, friendly)
S tiS ti M t hM t h
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SemanticsSemanticsMetaphorsMetaphors
Walls have ears.
CervantesThe car was a lemon.
Use non-literal interpretation to expressmeaning. Otherwise, the sentences areanomalous.
Interpretation depends on literal meaningsand background knowledge.
S tiS ti IdiIdi
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SemanticsSemanticsIdiomsIdioms
Eat my hat
Give a piece of my mind
Put his foot in his mouth
All languages have
Structurally similar to ordinary phrases butwords/word order cannot usually be changed
Enter mental dictionary (LEXICON) as chunks
Course PackFor fun, figure out what theseidioms in Portuguese mean! (Located on page182)
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Discourse: how thoughtsDiscourse: how thoughts
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are expressed throughare expressed through
languagelanguage Larger chunks of language tie together to express
thoughts or feelings
Oral Discourse
Turn-taking/interrupting Topic focus and relevance
Conversational repair
Written Discourse
Reference (genre, purpose, audience, author)
Cohesion (organization of ideas, evidence, etc.) Cultural traditions (psycholinguistics)
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Dialectal DiversityDialectal Diversity
A language is a dialect with an armyA language is a dialect with an armyand a navy.and a navy.
--MaxMax WeinrichWeinrich
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African American VernacularAfrican American Vernacular
EnglishEnglish(AAVE)(AAVE)
A dialect of English used by some AfricanA dialect of English used by some African
Americans (sometimes referred to asAmericans (sometimes referred to as
Ebonics), that is shown to be as logical,Ebonics), that is shown to be as logical,
complete, rulecomplete, rule--governed, and expressive asgoverned, and expressive as
any other dialect.any other dialect.
Features of AAVEFeatures of AAVE
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Variations in PhonologyVariations in Phonology /r/ deletion or weakening (e.g. poor poe)
/l/ deletion or weakening (e.g. help hep) Final cluster simplification (e.g. first firs)
Loss of vowel contrast (e.g. fear v. fair)
Loss/change of final th (e.g. bath v. baf, with
v. wiv)
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What do I need in order to integrateWhat do I need in order to integratedialect awareness into my classroomdialect awareness into my classroom
curriculum?curriculum?
An appreciation for dialect diversity
Some background knowledge of dialect
diversity
Awareness of teaching methods
Knowledge of community-basedregional standards
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Assignment 6Assignment 6Portfolio OverviewPortfolio Overview
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Assignment 6Assignment 6 Portfolio OverviewPortfolio Overview
Buy a notebook to put all your evaluation assignmentsduring the semester.
Write a short essay (1/2-1 page typed with 1 margins
around (12-pt. Arial or Times New Roman font) withthe name of the assignment on the first line) for eachassignment as to how each assignment hascontributed to your professional growth as a future
teacher of ELLs in a mainstream classroom. Attach each essay as a cover page at the beginning of
each assignment.
Use dividers to separate assignments and essays (5). ASSIGNMENT CHECKLIST provided in syllabus on
p. 17
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Video ClipVideo Clip
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Video ClipVideo Clip
First Steps: Supporting Earlier Language
Development http://video.google.com/videoplay?docid=-
7062626803792106744&q=first+language+de
velopment&hl=en
First Language DevelopmentalFirst Language Developmental
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StagesStages Prelinguistic Development
One-Word Stage Early Combinatory Speech (Two-Word
telegraphic)
Later Combinatory Speech (Multi-Word)
School Years
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Behaviorist Theory (B.F. Skinner)Behaviorist Theory (B.F. Skinner)
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y ( )y ( )
Involves habit formation (stimulusresponse)
Learners are passive Learner is a blank slate
Environment is crucialshapes
You say what I say!ELL Teaching: Drill and Practice
Concerns about BehaviorismConcerns about Behaviorism
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Uniformity in language acquisition by all
though language exposure varies Dont typically learn/repeat sentences
verbatim but acquire underlying organizing
principles
Regression occurs (ranrunnedran)
Error correction may not be noted
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Social InteractionismSocial Interactionism --VygotskyVygotsky
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language develops entirely in social interaction
Language is used to express propositions within certain
social contexts and serve particular communicative
functions
Caretaker speech (child-directed speech) used by some
cultures to make language more salient
Input and output important
Lets talk!
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Acquisition vs. LearningAcquisition vs. Learning
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Acquisition vs. Learningq g
Similar to first language
acquisition
Formal knowledge of a language
Picking up a language Knowing about a language
May not be consciously aware Deliberate and conscious effort
Implicit knowledge Explicit knowledge
Errors accepted Errors corrected
Formal teaching does not really
help
Formal teaching helps
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The Affective FilterThe Affective Filter
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When the filter is high, input will not passthrough because affective filter blocksinput
Low affective filter occurs in and is a result
of an environment where learners have High self-esteem
Low anxiety level
High motivation
Implications for teaching?
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Book Buddy MeetingBook Buddy Meeting
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Talk about what youve read including
emerging themes and any cultural or
linguistic information
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BICS and CALPBICS and CALP
BICS=Basic Interpersonal CommunicationBICS=Basic Interpersonal Communication
SkillsSkills
CALP=Cognitive Academic LanguageCALP=Cognitive Academic Language
ProficiencyProficiency
J. CumminsJ. Cummins
BICS & CALPBICS & CALP
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To what kind of language are we
referring?
Why do we need to know about them?
Whats the difference between them?
Basic InterpersonalBasic Interpersonal
Communication SkillsCommunication Skills
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everyday conversational language
Typically used in informal contexts
Generally developed naturally by all L2
speakers
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What are the differencesWhat are the differences
between BICS and CALP?between BICS and CALP?
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BICS
Easier to master
Picked up throughinteraction with peersand adults, both in
and out of school Takes about 2 years
to develop
CALP
More difficult to
master Learned through
schooling and
education in the L2 Takes 5 or more
years to develop
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To do this, we must:To do this, we must:
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require a relatively challenging degree of
cognitive demand, i.e., make our
students think, and
Provide a relatively high level of
contextual support.
Degree of CognitiveDegree of Cognitive
D dD d
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DemandDemandRefers to how easy or how hard the topic orRefers to how easy or how hard the topic orcontent of a discussion is for the 2content of a discussion is for the 2ndnd languagelanguage
learner.learner.-- The degree of cognitive demand for anyThe degree of cognitive demand for any
given will differ for each individual, depending ongiven will differ for each individual, depending on
the individualthe individualss prior knowledgeprior knowledge of the topic.of the topic.-- e.g., discussing how to calculate thee.g., discussing how to calculate the
square root of a number might be very difficult forsquare root of a number might be very difficult for
someone who does not have the presomeone who does not have the pre--requisiterequisitemath background.math background.
Level of ContextualLevel of Contextual
S tS t
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SupportSupportRefers to the number and nature of clues availableRefers to the number and nature of clues availableto a speaker or listener that assist in conveyingto a speaker or listener that assist in conveying
meaning of the language.meaning of the language.
--pointing to objects, giving opportunities topointing to objects, giving opportunities toask questions/clarify meaning also facilitateask questions/clarify meaning also facilitate
comprehension.comprehension.--Use of facial expressions, gestures, andUse of facial expressions, gestures, andotherother forms of nonverbal communication.forms of nonverbal communication.
-- teaching science with manipulatives.teaching science with manipulatives.-- teaching math with items that can be sorted,teaching math with items that can be sorted,
touched, and/or grouped.touched, and/or grouped.
Contextual SupportContextual Support
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Context Embedded
Pictures
Manipulatives
Support
Text and More
example:
DOG
Context Reduced
No Pictures
No Manipulatives
No Support
Only Text or Talk
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Ideally, we want to provide ELLsIdeally, we want to provide ELLs
with:with:
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High Context and
High Cognitive Demand
QUADRANT III
Social vs. AcademicSocial vs. Academic
Language:Language: Factors to ConsiderFactors to Consider
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Students with prior academic language experience orbackground knowledge in any language can use theseskills to facilitate learning academic English.
Individual variations such as preference for socialsituations or preference for academic study.
The student's current learning experiences are a majorfactor. Content teachers who include attention tolanguage in their courses and who teach learningstrategies (such as how to use textbooks) help
students acquire academic skills and language.
CumminsCummins Common and SeparateCommon and Separate
Underlying Proficiencies (CUP/SUP)Underlying Proficiencies (CUP/SUP)
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CUP commonalities of skills learned in the first
language that can be easily transferred to the L2.
E.g., reading from left to right, differentiatingpurposes for reading, act of decoding.
SUP differences in skills learned in the L1. These
are not so easily transferred.
E.g, learning to read in opposite direction.
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Myth One:Myth One:
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Children learn second languagesquickly and easily.
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Myth Five:Myth Five:
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All children learn a second language
in the same way.
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Stages of L2 acquisitionStages of L2 acquisition
Pre Production (silent period)
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Pre-Production (silent period)
Early Production (one-word responses, chunks)
Speech Emergence (creating novel sentences)
Intermediate Fluency (fluency in social settings)
Learned knowledge is limited
Refer to Course Pack
In order to keep up with the assignments and readingsIn order to keep up with the assignments and readings
for each week, please check your calendar as well as yourfor each week, please check your calendar as well as your
syllabus.syllabus.
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Major assignments are in the syllabus, and weeklyMajor assignments are in the syllabus, and weekly
homework and reading s are in the calendar. Email me if youhomework and reading s are in the calendar. Email me if you
get confused about anything.get confused about anything.
Please check the website twice a week: a day beforePlease check the website twice a week: a day before
class and two days before class since we can only do theclass and two days before class since we can only do theupdates from certain computers. All presentations will be upupdates from certain computers. All presentations will be up
on the web within a week to two weeks after each class.on the web within a week to two weeks after each class.
http:plaza.ufl.edu/bmutlu/TSL4320.htmlhttp:plaza.ufl.edu/bmutlu/TSL4320.html