Second Language Approaches Christie Patti Cedar Bluff Elementary
Knoxville, TN [email protected] Slide 2 SLA Approaches Innatist
Theory Interactionist Theory Slide 3 Innatist Theory Chomsky, 1957
Many aspects of language are not taught but they are preprogrammed
so teaching of or experiences are not needed Language Acquisition
Device (LAD) - innate knowledge of language structures and rules
Children have a predisposition for learning language that is
triggered by sound and speech Slide 4 Innatist Contd. UG -
Universal Grammar - underlying principles or structures of language
Language consists of a set of abstract principles that characterize
core grammars of all natural languages (Gass, Selinker, 2008).
Slide 5 Interactionist Theory Bruner and Gleason, Vygotsky, Krashen
Theory emphasizes interaction between student and environment
Language exists for the purpose of communication and can only be
learned in the context of interaction and negotiation of meaning
Slide 6 Interactionist Contd LASS - Language Acquisition Support
System - allows for scaffolding of language Children learn more
quickly with frequent interaction Krashens comprehensible input
(i+1) is necessary for language acquisition Language acquisition
vs. language learning (Krashen) Slide 7 Age Factors Fundamental
Difference Hypothesis: children and adults are different in many
ways, as far as language acquisition Adults have to learn new
language forms children in addition have to learn that there
different forms in different situations Children achieve a complete
knowledge of their native language In SLA, adults do not master the
language completely Slide 8 Age Factors Contd. Fossilization is
frequently observed in adults Adults, however, learn language in a
more efficient way Adult learners show more cross-linguistic
influences than young learners Critical Period Hypothesis (CPH),
Lennenberg (1967) automatic acquisition from exposure seems to
disappear after puberty and languages have to be taught Slide 9
Other Factors Certain elements may heavily impact second language
acquisition: education background the language learning method or
approach used the age and background of the language learner the
language learners first language and culture time allotted or
available for second language learning materials and resources
available for second language learning support (Lynch, 2010) Lynch,
Larry (2010). Second Language Acquisition and the Natural Approach.
Retrieved on May 21, 2010, from
http://www.brighthub.com/education/languages/articles/71727.aspx#ixzz0ogv9f7fthttp://www.brighthub.com/education/languages/articles/71727.aspx#ixzz0ogv9f7ft
Slide 10 Tips for Teachers Modified Speech and Language Adjusting
the rate and pace of speech Speaking clearly with repetition if
needed Simplifying language by using shorter sentences, active
voice, and paraphrasing Using explicit discourse markers such as
first and next Limiting the use of idioms and slang Defining new
words in context Increased use of visuals, multiple modalities, and
nonverbal cues Pictures, charts, graphs, maps, diagrams, props, and
realia (real objects) Gestures, facial expressions, and actions to
demonstrate meaning Multimedia and objects related to the subject
matter Modeling and demonstration Reinforcement of oral language
with written cues, written material on the board or overhead, and
visual representations of academic concepts (e.g., graphic
organizers). Slide 11 Tips for Teachers Contd. Scaffolding Multiple
opportunities to practice with hands-on materials, manipulatives,
and activities Theme-based content Activating students prior
knowledge and building background knowledge (through the first
language when necessary) Flexible grouping formats (skill groups,
pair work, heterogeneous groups) Active Learning Students actively
involved in peer instruction Students regularly engaged in
instructional conversation and functional communication Teachers
understanding that learning is a social act involving personal
invention or construction of knowledge Prior knowledge, skills, and
abilities of students incorporated into the curriculum Students
home, community, and culture integrated into the curriculum
Learning activities that draw on students multiple intelligences
(Gardner, 1993), focus on complex meaningful problems, and embed
basic skills instruction into global contexts Cooperative
Interaction Balanced Curriculum No Author (n.d.). Second Language
Acquisition and Instructional Strategies. Retrieved on May 21,
2010, from
http://www.eyeoneducation.com/excerpts/7030-4_Effective_Schooling_Ch_2.pdf
http://www.eyeoneducation.com/excerpts/7030-4_Effective_Schooling_Ch_2.pdf
Slide 12 Approach at CBES We follow interactionist approach
through, Scaffolding Comprehensible input Building background
knowledge Meaning negotiation Meaningful application of language
through project- based learning, hands-on Slide 13 My Approach
Though taking into consideration students innate abilities, I
believe that with the hands-on, scaffolded, meaningful instruction
students are able to acquire the language In the US public schools,
it is necessary to focus on building Cognitive Academic Language
Proficiency (CALP) to help students be successful at school Slide
14 Resources Second Language Learning and Use Strategies:
Clarifying the Issues:
http://www.carla.umn.edu/strategies/resources/SBIclarify.pdf
http://www.carla.umn.edu/strategies/resources/SBIclarify.pdf
Teaching Tips:
http://www.everythingesl.net/inservices/http://www.everythingesl.net/inservices/
ESL/Bilingual Resource Guide for Mainstream Teachers:
http://www.pps.k12.or.us/curriculum/PDFs/ESL_Modifications.pdf
http://www.pps.k12.or.us/curriculum/PDFs/ESL_Modifications.pdf
Second Language Acquisition and Instructional Strategies:
http://www.eyeoneducation.com/excerpts/7030-4_Effective_Schooling_Ch_2.pdf
http://www.eyeoneducation.com/excerpts/7030-4_Effective_Schooling_Ch_2.pdf
Language Learning Strategies: An Overview for L2 Teachers:
http://iteslj.org/Articles/Lessard-
Clouston-Strategy.htmlhttp://iteslj.org/Articles/Lessard-
Clouston-Strategy.html Language Learning Strategies: An Update:
http://www.cal.org/resources/digest/oxford01.htmlhttp://www.cal.org/resources/digest/oxford01.html
Slide 15 Sources Chakravarty, Indrani (n.d.). Does Critical Period
a Role in Second Language Acquisition? Retrieved on May 22, 2010,
from
(http://www.cse.iitk.ac.in/~hk/cs784/projects/indrani.pdfhttp://www.cse.iitk.ac.in/~hk/cs784/projects/indrani.pdf
Gass, Susan & Selinker, Larry (2008). Second Language
Acquisition: An introductory course. New York, NY: Routledge. No
Author (n.d.). First Language Acquisition Theories. Retrieved on
May 21, 2010, from
http://egitim.mehmetakif.edu.tr/kisisel/mozcan/first%20language.htm
http://egitim.mehmetakif.edu.tr/kisisel/mozcan/first%20language.htm
No Author (n.d.). Theories of Language Acquisition. Retrieved on
May 22, 2010, from
http://cobcenglang.homestead.com/CLA/CLA_theories.doc Slide 16 MTSU
Honor Statement MTSU Honor Statement: This assignment/assessment
was solely written by me. In no way have I plagiarized (represented
the work of another as my own) or otherwise violated the copyright
laws and academic conventions of fair use. I know that violations
of this policy may result in my being dismissed from Middle
Tennessee State University and/or appropriate legal action being
taken against me. Signed: Christie Patti 5/23/2010
