1. 1. MY ELDDICTIONARYNathan FukuwaEDUC 504
2. 2. TERMS COVERED Natural Approach Direct Method Contextual Approach Suggestopedia Affective Filter Additive Bilingualism Subtractive Bilingualism Bilingual Education Immersion BICS CALP Biliteracy Semilingualism Code Switching Common UnderlyingProficiency Separate UnderlyingProficiency Sheltered Instruction Audio-lingual Approach Annual MeasurableAchievement Objectives Fallout & Push-in ESL Language ExperienceApproach Cultural Deficit Model
3. 3. NATURAL APPROACH Developed and introduced in 1983 by Tracy Terrell and StephenKrashen. This approach is based on observation and interpretation of howpeople acquire their first language. Native language is not used while teaching. Lots of vocabulary and activities are introduced to the students. Not grammar based, but communication based. Emphasis on exposure and input.*More info
4. 4. THE NATURAL APPROACH - CONT.
5. 5. DIRECT METHOD Meaning should be connected directly with the target languagewithout translation into the native language. Only everyday vocabulary and sentences are taught. Grammar is taught inductively, there may never be an explicitgrammar rule given. Speech and listening comprehension taught. Syllabus is based on situations or topics, not on linguisticstructures. The purpose of language learning is communication.*More info
6. 6. CONTEXTUAL APPROACH Introduced in early 20th century by John Dewey. Learning by using actual fact and environment which are relatedto students experience and real life, in order to achieve bettercomprehension and reach the goals of the learning process. Lets the students explore the material by themselves, whileteachers work is more focused on arranging strategy rather thanonly giving information.*More info
7. 7. SUGGESTOPEDIA Language can be acquired only when student is receptive andhas no mental blocks. Positive suggestion that learning a language is easy allows thestudent to be more receptive. Music is central to this approach. This approach uses music, a comfortable and relaxingenvironment, and a relationship between the teacher and thestudent that is like the parent-child relationship. No apparent theory of language and no order of presentation, justabout creating a positive learning environment.*Moreinfo
8. 8. AFFECTIVE FILTER An imaginary wall that is placed between a learner and languageinput. If the filter is on, the learner is blocking out input. Filter is turned on when anxiety is high, self-esteem is low, or motivation islow. Low anxiety classrooms are ideal for language acquisition.*More info
9. 9. ADDITIVE BILINGUALISM Learning a second language does not interfere with the learningof a first language. Students learn the curriculum through their native language whilesimultaneously learning the second language (English). Students are adding a language to their repertoire.
10. 10. SUBTRACTIVE BILINGUALISM Students learn a second language at the expense of their firstlanguage. Proponents view two languages as opposing forces and believethe target language should replace the first language. Students lose an important facet of their cultural identity bynegating the significance of their primary language.
11. 11. BILINGUAL EDUCATION Uses native language of English Language Learners for instruction. When provided with quality education in their primary language, theygain knowledge and literacy. Knowledge in first language helps make the English they hear and read morecomprehensible Literacy developed in the primary language transfers to the second language How? Because we learn to read in a language we understand. Oncewe can read in one language, we can read in general. Numerous models used: Transitional Developmental Two-way bilingual*More info
12. 12. IMMERSION Students are immersed in the learning language (English) for thewhole school day and expected to learn math, science, history,etc. through the medium of the target language (English). Immigrant students in the US who attend local schools will findthemselves in immersion.
13. 13. BASIC INTERPERSONAL COMMUNICATIONSKILLS (BICS) Language skills needed in social situations. Day-to-day language. Employed on the playground, at lunch, on the school bus, atparties, playing sports, and talking on the phone. Not specialized language. Distinguished by Professor J. Cummins
14. 14. COGNITIVE/ACADEMIC LANGUAGEPROFICIENCY (CALP) Formal academic learning language. Includes listening, speaking, reading, and writing about subjectarea content material. As well as skills such as comparing, classifying, synthesizing, evaluating, andinferring. Usually takes about 5-7 years to develop adequate proficiency. Very cognitively demanding Takes longer to learn if student has no prior schooling or no support in nativelanguage development. Distinguished by Professor J. Cummins
15. 15. BILITERACY Ability to read and write two different languages.
16. 16. SEMILINGUALISM Students who have not mastered either their primary language ortheir secondary language.
17. 17. CODE SWITCHING Practice of moving between variations of languages in differentcontexts. In educational context it is switching between a primary and asecondary language. Main reasons used: 1) hide fluency or memory problems in second language 2) used to mark switching from informal to formal situations 3) used to exert control between parents and children 4) aligns speakers to others in specific situations*More info
18. 18. COMMON UNDERLYING PROFICIENCY(CUP) Skills and knowledge gained from learning one language that aredrawn upon when working with another language. Provides the base for development of both languages. Any expansion of CUP that takes place in one language will havea beneficial effect on the other language.
19. 19. SEPARATE UNDERLYING PROFICIENCY(SUP) Skills and knowledge learned in L1 are not connected to L2. Content learned in primary language does not transfer to thesecond language.
20. 20. SHELTERED INSTRUCTION Grade level subject matter content delivered ina manner that is accessible to all learners. Taught using instructional strategies thatscaffold the content learning by buildingbackground knowledge and through the use ofvisuals, gestures, manipulatives, paraphrasing,etc.
21. 21. AUDIO-LINGUAL APPROACH Known as the army method. Became extremely popular in WWII due to the need to learn basic foreignlanguage skills quickly. Teaches language directly Does not focus on vocabulary, focuses on grammar. 4 Parts: 1) Repetition 2) Inflection 3) Replacement 4) Restatement
22. 22. ANNUAL MEASURABLE ACHIEVEMENTOBJECTIVES (AMAO) Title III of NCLB district accountability standards for EnglishLearners. Schools that receive grants from the federal government mustmeet these objectives each year to continue to qualify for funding.
23. 23. PULLOUT ESL & PUSH-IN ESL Pullout ESL removes students from mainstream classrooms for aportion of the day in order to give them specialized instruction inEnglish. More individualized attention Push-in ESL brings in separate English teachers to the classroomin order to aide the English Language Learners.
24. 24. LANGUAGE EXPERIENCEAPPROACH Literacy development method used for early reading development Centered around a learner generated text. Students learn to read throughtheir own words. Students relate an experience anda scribe writes down what thestudents say. This transcription is then used as aliterary source.
25. 25. CULTURAL DEFICIENCY MODEL Perspective that minority group members are different becausetheir culture is deficient in important ways from the dominantmajority group. Asserts that racial/ethnic minority groups do not achieve as wellas their White majority peers in school and life because theirfamily culture is dysfunctional and lacking importantcharacteristics compared to the White American culture.