The Basics of Language Acquisition
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Transcript of The Basics of Language Acquisition
The Basics of Language Acquisition
Applying them in the classroom and sharing them with others
Introductions
Tabitha Kidwell, M.A. Foreign and Second Language Education, The Ohio State University
How about you? Who is… …teaching at the primary/secondary/tertiary
level? …a student / a novice (<5 years) / experienced
(5-15 years), mature (15+ years) teacher? …currently teaching in an immersion setting? /
will soon in the future?
Objectives
Participants will be (re-)familiarized with basic language acquisition concepts
Participants will gain ideas about how to apply these concepts in the classroom.
Participants will gain ideas about how to share these concepts with content teachers.
So… what ARE these “basic language acquisitions concepts?”
Basic Language Acquisition Concepts
Learning versus Acquisition Krashen’s Input Hypothesis & Monitor Model Comprehensible Output Zone of Proximal Development Interlanguage
Learning vs. Acquisition
Learning a language is actively studying the structure and trying to memorize and learn the vocabulary and grammar.
Acquiring a language is what happens when we are focusing on “what is being said rather than how” (Krashen, 1984) – this is how children learn language.
Which is more likely to be found in an immersion classroom?
Krashen’s Input Hypothesis
(Monitor Model) Acquisition-Learning Hypothesis Monitor Hypothesis Natural Order Hypothesis Input Hypothesis (Comprehensible Input / i +
1) Affective Filter HypothesisWhat do you think are the implications of this for
classroom practice?
Implications
You must provide comprehensible input in the classroom - through gestures, pictures, background knowledge… what else?
That input should be i + 1. What does that look like? You must create a low-anxiety environment. What is the
role of error correction? How about requiring all students to speak?
Some grammar instruction can be beneficial for the “Monitor”, but students need time to use this knowledge.
Key Teaching Idea: Think, Pair, Share
Give a prompt or ask a question. Give students 1-2 minutes to think about their
answer, maybe even writing it down. Have students share and discuss their
answers with one other student. Ask for volunteers to share with the class.
Key Teaching Idea 2: Encourage Access to Input Outside of
Classroom
Gutenberg Project (all books published before 1923 are free)
Podcasts Language Learning Websites Voice of America Special English U.S. Department of State English Learning
Websites
Comprehensible Output & Interaction
Speakers will make changes in their language as they interact & negotiate meaning with others.
Comprehensible output is also necessary to develop language
What do you think are the implications of this for classroom practice?
Implications
Students need to be involved as well, and have opportunities to practice their language at the appropriate level.
Teachers need to create real conditions of communication in the classroom – what might this look like?
Key Teaching Idea: Information Gap
Students work in pairs Give each student only half of the
information. They must talk to their partner to get the
other half of the information You can easily make information gaps for any
topic, including content information
Zone of Proximal Development
Learning occurs when learners interact with material in the “Zone of Proximal Development” – situations where they are capable of performing at a higher level because there is support.
Support can come from the teacher, a peer, or materials. Often called Scaffolding.
What might scaffolding look like?
Implications: ZPD
Teachers pre-teaching content or vocabulary before students read a text.
Showing a video before a lecture. Peer tutoring Reading Guides Guided Notes
Key teaching Idea: Rubrics as Scaffolding
If you give students a rubric before they complete an activity, they will know how they will be evaluated, and therefore what direction to take.
http://rubistar.4teachers.org/ can help you make high quality rubrics
Interlanguage
A learner’s current language reflects the current state of their language knowledge
Sometimes an increase in error may actually show progress
Implications: Interlanguage
Errors are not bad – they are learning opportunities
Use student’s interlanguage to get clues about their knowledge
Key Teaching Idea: Language and Content Objectives
Content Objectives ExamplesA. Students will be able to discuss the events that led to
Indonesia’s independenceB. Students will be able to compare and contrast Mars
and the Earth Language Objectives Examples
A. Students will be able to use sequencing vocabulary (and then, next, last, etc.)
B. Students will be able to construct comparative sentences
Sharing This Knowledge: Instructional Techniques for
Content Teachers
Modify Input Use Contextual Cues Check for Understanding Design Appropriate Lessons