1 evolving from editor to applied linguist our professional odyssey john de mado language seminars,...

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Evolving from Editor to Applied LinguistEvolving from Editor to Applied LinguistOur Professional OdysseyOur Professional Odyssey

John De Mado Language Seminars, LLC125 S. Collier Blvd./ B202Marco Island, FL 34145

______Twitter: @JohnDeMado

E-mail: info@demado-seminars.comWeb: www.demado-seminars.com

Specifically Prepared for the KSWLA ConferenceSaturday, November 7, 2015

Catherine Tate

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The Editor Vs. The Applied Linguist

The editor believes language learning is a logical process.

The Applied Linguist believes that language acquisition is largely a ‘psychological’ process.

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Language ‘Learning’ HypothesisLanguage ‘Learning’ Hypothesis

•Consciously stored in brainConsciously stored in brain•Focus on ‘rules’ and ‘grammar’Focus on ‘rules’ and ‘grammar’•Concrete/Sequential process

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Monitor Hypothesis S. Krashen

The ability to use consciously learned language is severely limited.

Consciously learned language does not provide fluency and contributes little to communication.

Acquisition is responsible for ability to communicate. Consciously learned language provides a ‘monitor’ or

editor for previously acquired language. Accuracy is not a byproduct of better monitoring. Accuracy increases via acquisition. The ‘monitor’ should not impede communication and the

generation of new thought. Students need time to focus on form and to know the rule.

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Language ‘Acquisition’ Language ‘Acquisition’ HypothesisHypothesis

• Unaware of processUnaware of process• Unaware of aspects acquiredUnaware of aspects acquired• Knowledge stored subconsciously in the brainKnowledge stored subconsciously in the brain•Largely a random process

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Language, Error and PsycholinguisticsLanguage, Error and Psycholinguistics

. Risk-Taking: The willingness to confront more language than you presently own.

· Vulnerability: The willingness to err for the broader goal of communication.

· Intuition: The ability to sift for meaning.

Risking for Education

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The Editor Vs. The Applied Linguist

The editor believes students make ‘mistakes’.

The Applied Linguist believes students make ‘errors’.

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ERROR ERROR VsVs MISTAKES MISTAKES

Error Mistakes- Inventive - Fossilized- Dynamic - Static- Transitional Influence - Permanent Influence - Intuitive Selection - Conscious Selection

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Types of ErrorTypes of Error

Interlinguistic: Brought about by the clash of

two or more languages…Intralinguistic: Brought about by the unique

peculiarities of a given language...

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The Editor Vs. The Applied Linguist

The editor confuses ‘error’ with ‘mistakes’ and believes both are negative and should be avoided.

The Applied Linguist believes error is positive and should be encouraged.

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INTERLANGUAGEINTERLANGUAGE

SPEAKER/L2 SPEAKER/L1

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The Editor Vs. The Applied Linguist

The editor believes, without question, in ‘Fossilization’.

The Applied Linguist believes that concerns regarding ‘Fossilization’ are minimal.

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The Editor Vs. The Applied Linguist

The editor believes grammar creates communication.

The Applied Linguist believes vocabulary creates communication.

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THE ROLE OF GRAMMARTHE ROLE OF GRAMMAR

BTTRBTTR

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The Editor Vs. The Applied Linguist

The editor believes language is largely imitated and memorized.

The Applied Linguist believes language is largely self-selected and extemporaneous.

Imitation

The Editor Vs. The Applied Linguist

The editor believes IQ determines success in a second language.

The applied Linguist believes ALL students are candidates to acquire a second language.

Self-Selection

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The Editor Vs. The Applied Linguist

The editor believes in ‘method’ above everything else.

The Applied Linguist trusts in kids, the consistent ‘nature’ of language and believes that clear ‘Organizing Principles’ predate ‘methods’.

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10 ORGANIZING PRINCIPLES FOR LANGUAGE ACQUISITION

1. Language is primarily self-selected, not imitated.

2. Language is acquired, not taught.3. Language is a problem-solving device. To

ignore this fact during instruction causes language to become the problem.

4. Renovation is a byproduct of ownership.5. A child will not exceed, in L2, the ability he or

she has in L1.

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10 ORGANIZING PRINCIPLES FOR LANGUAGE ACQUISITION

6. Linguistic accuracy is a destination, not a point of departure.

7. Grammar and syntax minimize the potential for miscommunication.

8. Linguistic accuracy assures that the largest number of us shall have the best opportunity to understand one

another9. The conventions (rules) of a given language must not

impede the invention of that language. 10. People who communicate take risks. There is an intimate relationship between language acquisition and the

amount of risk-taking, vulnerability and intuition encouraged.

Language Teacha’ Rap

Big D In ‘Da House!

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Evolving from Editor to Applied LinguistEvolving from Editor to Applied LinguistOur Professional OdysseyOur Professional Odyssey

John De Mado Language Seminars, LLC125 S. Collier Blvd./ B202Marco Island, FL 34145

______Twitter: @JohnDeMado

E-mail: info@demado-seminars.comWeb: www.demado-seminars.com

Specifically Prepared for the KSWLA ConferenceSaturday, November 7, 2015