The relation between teacher input and the SLA of immigrant children aged 2,5 Machteld Verhelst,...

The relation between teacher input and the SLA of immigrant children

aged 2,5

Machteld Verhelst, TBLT 2005, Leuven

Two main research questions

• What is the relation between input characteristics and (vocabulary) acquisition?

• What is the relation between learner characteristics and (vocabulary) acquisition?

Setting• The situation in Brussels

- position of Dutch

- schools

• The children- 11 with zero knowledge

- neglected in research!

1. Learner Characteristics• (Individual characteristics)

• Socio-emotional characteristics

• Characteristics of the individual learning situation

Socio-emotional Characteristics

• Involvement/motivation:

2.4-4/5 (M 3,2)

• Well-being:

2-4/5 (M 3.2)

• Personality:

30-49/5 (M 38)

Characteristics of the Individual Learning (Communication) Situation• Quantity of input

- Teacher direction: 1-15/30 min. (M 5,2)

- Name per day: 18-81 (M 39)

• Child initiative: 0-3/30 min. (M 1)

• Imitation: 3 yes/8 no

Abdel Amine

• High involvement• High well-being• Assertive, extrovert,

hyperactive • Highest input quantity• Highest initiative

• Low involvement• Medium well-being• Not assertive,

introvert, quiet• Lowest input quantity• No initiative

2. Input Characteristics

Input features of words:

• Frequency

• Saliency

- Attention to meaning

- Attention to form

• Comprehension

Results: Vocabulary Acquisition

• Receptive test

- after 5 weeks: 0-54% (M 23%)

- after 10 weeks: 20-64% (M 38,2%)

• Productive test: 4-40% (M 18,6%)

• Spontaneous production: 0-30 words (M 7 words)

• Medium/high receptive score

• High productive score

• Highest spotaneous production

• Medium receptive score

• Low productive score

• No spontaneous production

Relation amongst learner characteristics

- Quantity of input

x child initiative**

x imitator**

- Communicative situation

x socio-emotional variables*

Relation between learner characteristics and acquisition

x involvement*

x input quantity**

x child initiative**

x imitator**

Discussion: Communicative situation

Behaviour of input giver

S.E.B. Acquisition

Behaviour of learner

Relation between input characteristics and acquisition

• Words with highest scores

• Main effects:

x Frequency*

x Action Context**

x Meaningfulness of the context**

Discussion: Effective input contexts

Input with a strong communicative and functional value:

• association with physical actions;

• association with visual, auditory or tactile experiences.

Conclusion: consequences for education in kindergarten

Powerful environment for task-based language teaching

Safe and positive classroom environment

Safe and positive classroom environment

Functional & meaning-ful activities (‘tasks’) Functional & meaning-ful activities (‘tasks’)

Teacher's supportTeacher's support

References• Verhelst, M. (2002), De relatie tussen mondeling taalaanbod

en woordenschat verwerving van het Nederlands als tweede taal door 2,5-jarige allochtone kleuters in Brussel. Unpublished doctoral dissertation. Leuven: K.U. Leuven

• Verhelst, M., … (2004). Bonte Boel! Taalvaardigheidsstimulering voor de jongste kleuters via muzische vorming. Leuven: Centre for Language and Migration

• Verhelst, M. (to appear), A box full of feelings: Promoting infants’ second language acquisition all day long, In: Van den Branden, K. (ed.), Task-based language education: from theory to practice. Cambridge: Cambridge University Press

machteld.verhelst@arts.kuleuven.be