tyl week 2: theories and l1 development
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TYL Week 2:Theories and L1 Development
Announcements• Marla’s class (pronunciation): you’ll meet at
your usual time– Take a piece of orange paper from the plastic bag!
• Friday’s workshop with Vera will start at
2:10.
Objectives• I can – Explain how the ideas of the following people
relate to teaching young learners: • Vygotsky, Bruner, Piaget, and Gardner
– Describe the similarities and differences between L1 and L2 acquisition.
Agenda• Mix to Music (warm-up)
• Graffiti Brainstorming– Learning and development theories
• Jigsaw Reading: – Differences between L1 and L2 acquisition
MIX TO MUSIC(NAME TAGS)
Mix to Music 1) Music starts=walk around
2) Music stops=find a partner
3) Shake hands.
4) Share: 1) My name is _____. 2) I drew a ________ because _________.
Reflect:• What did you think about Mix to Music?
– Strengths?– How could you adapt Mix to Music to different EFL activities?– Possible problems?
CHAPTER 1: LEARNING AND DEVELOPMENT
Activity 1: Graffiti Brainstorming
• Purpose: –Review Chapter 1 in a collaborative
way (co-constructing meaning)–Apply Chapter 1’s ideas to real
classroom issues
Step 1: Take a pencil!• You’ll meet with your color group next to your
color.
• Notice: 1-4 on one side of the room– 5-6 on the other side
Graffiti Brainstorming: Review
1. Get into your groups.
2. Decide who will be the first writer.
3. Talk for 1 minute: What will you write?1. Write for 2.5 minutes!
4. = Change poster (A to B, B to C, C to A)
– change writer
Home Paper:Finish up!
• Go to your “home” paper
• Read what others wrote
• Add any missing information – write a ? next to ideas you’re not sure about
Home Paper:Application Task
• Apply=take your knowledge and apply it to real life
Home Paper:Application Task
• Talk to your partners:– How can teachers apply these ideas in the second
language classroom? How can these ideas inform our actions and decisions?
– Give examples
– Take short notes on the paper
Home Paper:Share with ½ of the class!
• Choose 1 idea that is the most important for teachers to remember
• Choose a spokesperson
• This person will share the idea with ½ of the class!
Home Paper:Share with ½ of the class!
• Go to Poster A on your side of the room.
• Poster A Spokesperson=explain your 1 important idea
• Go to Posters B and C; repeat
Reflect:• What did you think about Graffiti
Brainstorming?
– Strengths?– How could you adapt this to anEFL context?– Possible problems?
IDEAS TO REMEMBER WHEN YOU’RE TEACHING . . .
Idea 1• Children can’t always use new information
that they’re told; they have to participate in constructing knowledge through action
What do you think the percentages are?
Confucius said . . . • “I hear and I forget.• I see and I remember.• I do and I understand.”
Idea 2: • Piaget's theory [of Cognitive Development]
implies that there is no sense in teaching material to a child until they reach a certain level of maturity because are not able to process it any earlier.
• How does this apply to what we teach in ESL/EFL contexts?
Younger Children = Need Context—Not Abstraction
• Need:– Pictures, manipulatives, TPR, video—help them
understand ideas– This is good practice for ALL learners—not just
kids!– Abstract thinking that younger children can’t
understand well: abstract rules (grammar); language analysis; multi-step directions
Idea 3• We generally go from more egocentric to less
egocentric.
• How does this relate to the teaching of young language learners? How might this affect their behavior?
Idea 4• As teachers, we must be conscious that every
student has a different Zone of Proximal Development. In modern educational jargon, this means differentiation. Educators must design lesson plans that cater to the needs of individual students.
Differentiating: Some simple ideas
• Give students a choice for the ways they show their learning– Example: After reading a story, students can
either make a poster about it, write and perform a short dialogue, make a test for their classmates, etc.
• Heterogeneous grouping– Place higher and lower students together
Differentiating: More Ideas • Vary questioning– Higher students: More difficult questions– Lower students: Easier questions
• Reading– Lower students: Give them the entire paragraph– Higher students: White-out some of the
paragraph’s words; they must guess what goes in the blank
Idea 5: Scaffolding• Single most important idea for ESL!
• Break a task or lesson down into smaller parts– How will you explain the parts?– What visuals will you use?– How will you make it simple and easy to
understand?– How will you help the struggling students to be
successful?
Idea 6: Attention Span• Attention: Correlates with age– 5 years old = 5 minutes– 6 years old = 6 minutes– **This is not for things that are highly interesting
for kids
• You need many changes of state
L1 AND L2 ACQUISITION
Question: What can L2 teachers learn from the L1 process?
• P. 18-19 -- PINK– “Universal Processes in Language Learning”
• P. 19 -- BLUE– “The Role of Input and Interaction”
• P. 20-21 -- ORANGE– “The Achievements of the First 5 Yrs”—Paragraphs 1 and 2
• P. 21 -- PURPLE– “The Achievements of the First 5 Yrs”—Paragraphs 3 and 4
Order of Acquisition
Input and Interaction: Caregiver Speech / Comprehensible Input
Parentese video
How to Speak Parentese
Babies: At first, they don’t speak
• L2: Stephen Krashen: “Silent Period”– Like infancy in L1: Listening and absorbing– L2: Building up confidence and resources
5-year old native English speakers
• Still make grammar mistakes!
–He goed to the store.*–Where you going?*–He like* singing. –Two apples and banana please.*– I seen a little dog.*
Brain Breaks
• Jump-n-Spell
• Slap Count
• X and O
• Cha Cha Slide– 1st grade
Homework• 1. Read article and 1st part of Ch. 6
• 2. Answer questions
• 3. Watch lecture
Let’s Revisit the Objectives
• I can – Explain how the ideas of the following people relate
to teaching young learners: • Vygotsky, Bruner, Piaget, and Gardner
– 1=really well, 2=well, 3=so-so, 4=a little, 5=not at all
– Describe the similarities and differences between L1 and L2 acquisition.
– 1=really well, 2=well, 3=so-so, 4=a little, 5=not at all
3 W’s Reflection
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