i can define proficiency i can explain why target language use in the classroom is key (students,...
TRANSCRIPT
I can define proficiency I can explain why target language use in the
classroom is key (students, administrators, parents)
I can name at least one strategy that promotes L2 use for each stage of a lesson.
Spanish and ESL certified P-12
Spanish native speaker-started leaning English as a foreign language at age 15
Taught EFL for 10 years in South America. Public and private schools.
Taught Spanish high-school level for three years in the US.
Currently teaching Spanish at VMA K-8 .
Proficiency: ability to use the target language to communicate meaningfully in a spontaneous interaction in an acceptable manner and appropriate to native speakers of the language
Krashen’s Monitor Model1) Acquisition-learning hypothesis. We
“acquire” when we are exposed to samples of the 2nd language we understand –same way children pick up 1st language-no conscious attention. We “learn” through conscious attention to form and rule learning.
2) Monitor hypothesis: “acquired system” initiates a speaker’s utterance and responsible for spontaneous language use. “Learned system acts as an “editor” or “monitor” making minor changes and polishing what the acquired system has produced.
3) Natural order hypothesis : as in 1st language acquisition, 2nd language acquisition unfolds in predictable sequences. Language features that are easy to state (and to learn) are not necessarily the first to be acquired (-s third person singular)
4)Input hypothesis: acquisition occurs when one is exposed to language that is comprehensible and that contains i+1. “i”=level of language already acquired . “+1”=language (words, grammatical forms, aspects of pronunciation) beyond that level
5) Affective filter hypothesis: metaphorical barrier that prevents learners from acquiring language even when appropriate input is available. “Affect”: feelings, motives, needs, attitudes and emotional states.
“Learning a language in English, rather than the language itself, has been compared to learning to swim without water.”
“...encourage target language use beginning with the very first lesson.”
“..mere exposure to input in the TL does not entirely guarantee that it becomes internalized in intake.”
“..learners internalize the TL input once they have been given the opportunity to interact with and negotiate the meaning of the input.”
(as cited in Arnett & Turnbull, 2002, p. 204)
Surround students with the new language
Visuals, gestures
“Think-aloud” approach to teacher activity
Predictable activities and verbal routines
Caretaker speech
(as cited in Curtain & Dahlberg, 2004, p. 34-37)
Monitor and assess target language use
Student assessment that includes TL use-
Clipboard-circulate around the classroom
Rewards?????
(as cited in Curtain & Dahlberg, 2004, p. 34-37)
Separate native language from target language:
No translation please!!!!-Teach students circumlocution
Remember: our goal is for students to experience concepts through the new language, and NOT THROUGH ENGLISH!
Use signs to indicate which language is spoken: flags/hats/sound/….
If students ask questions and/or answer in English, respond or rephrase in the TL
(as cited in Curtain & Dahlberg, 2004, p. 34-37)
Role of English Should be intentional and for a purpose Can I communicate the idea in the TL? Can I simplify the concept? Can I find concrete materials, visuals or
experiences to make the concept of information comprehensible in the new language?
Substitute teacher? Is this really important enough to sacrifice
valuable time in the target language in order to speak English?
Make language comprehensible Caretaker speech-simple, direct language Teacher breaks down directions and new
information into small, incremental steps Teacher makes lavish use concrete
materials, visuals, gestures, facials expressions, bodily movement, on the part of both teacher and students.
Model, model, model (at least three times)
Maintain a physical classroom and school environment to support the target language
label classroom, classroom objects post class schedule, class objectives (I can
statements), classroom rules in the target language
hallways displays, bulletin boards
Monitor comprehension
NEVER ask students what you said in
ENGLISH!
Signs Yes/No/Don’t understand
1-5 finger comprehension
Teach functional chunks of language
“Please, may I have” “I don’t understand” “I really like…” “Slowly please”
How do you say? What does….mean?
Both native and non-native teachers can give up if
students show confusion!
It is a myth that it is easier if you are a native speaker.
It is your attitude and planning!
Concentrate on every day language to use in the classroom
If it is difficult to see yourself using the target language almost 100%: observe other teachers-those who use TL Annenberg videos great resource that WL teachers don’t use so much
...“your natural inclination, especially when your
students do not understand something that you
have just said, is to paraphrase immediately.
However, you should avoid paraphrasing in your
second attempt at explaining something. Wait
until the third attempt…”
(as cited in False, 2006, p. 40)
…“the first time that you say something, the
language is just entering the learners’ ears and
mind. Students are processing what they have
just heard or what they think they have
heard….they would like to hear the same or very
similar line one more time…second attempt: try to
repeat yourself…third attempt: paraphrase words
or phrases that that prevent comprehension…”
(as cited in False, 2006, p. 40)
Practice with your colleagues if possible
Keep in mind YOU might have been
confused too when you were learning a FL
It is OK to make mistakes. It is part of the
learning process
Information gap activity: negotiation of
meaning LA ROPA
“La gallina ciega” (blind hen)
Make sure tasks are communicative and
student-centered
ESTUDIANTE # 1
ESTUDIANTE # 1
ESTUDIANTE # 2
“La gallina ciega” – Blind hen
Divide students in groups
One students is blind folded
The other students describe what the blindfolded
student has to draw
I can define proficiency
I can explain why target language use in the
classroom is key (students, administrators, parents)
I can name at least one strategy that promotes L2
use for each stage of a lesson.
Arnett, K., Turnbull, M. (2002). Annual Review
Applied Linguistics, 22, 204-218.
Curtain, H.,Dahlberg,C. (2004). Languages and
Children Making the Match.
False, k. (2006). The Art of Teaching Speaking:
Research & Pedagogy for the ESL/EFL classroom.
Lightbown, P. , Spada, N. (2006). How languages are
learned.