pp to use
TRANSCRIPT
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English as a Second and/or
Foreign Language
Seminar Presenter:
GABRIELA LUGO de ARNSDORF
ESL Instructor
(530) 519-6475
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Objectives
• Elements influencing first and second language acquisition as well as important methodologies will be discussed.
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“The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.”William Arthur Ward
Point APoint
B
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• Noam Chomsky
–innate capacity
•B. F. Skinner
–immitate-reinforce
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• Grammar Translation
• Direct Method
• Audiolingual Method
• Cognitive Approach
• Concurrent Translation
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Source: http://www.state.sc.us/ddsn/pubs/hinjury/brain.gif
Motor Area = ___________________
Sensory Area = ________________
Cerebellum =
Brain Stem =
The brain is a ___________!
Our Brains and Language
muscle
thinking
emotions
body maintenance
vital functions
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The Brain and LanguageBrain: (basics)
Thinking -- Emotional -- Body Maintenancemotor area sensory area cerebellum
Language:Learn Conscious - mastery of grammar and vocabulary
--rules
Acquire Subconscious - language appropriated by the mind
--intuitiveCannot learn? (ability) Will not learn? (desire)
__ too old __ dislike__ too embarrassed __ attitude__ no time __ prejudice__ no interest __ ignorance__ _______________ __ _______________ _______________ __ _____________
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Goal:
First: Comprehendask questions pay attention
Second: Produceproduction happens in stages:
non-verbalsingle wordtwo/three wordsphrasessentences
“To acquire the ability to communicate in another language,one must use that language in a communicative situation.”
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Natural Approach
• S. Krashen
• T. Terrell
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Language Develops… naturally
Natural Approach - Krashen & Terrell
• Comprehension precedes production
• Production must be allowed to emerge in stages
- Preproduction -- (comprehension is essential)
- Early production
- Speech emergence
- Intermediate fluency
• The lessons must be based on communication
• Activities & environment should produce a lowered
affective filter
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Activity #1Participants: find the group you have been assigned to
and respond to the following questions
according to “your” level:
1. Practice responding to these four questions:What is your name? Are your parents coming to get you?
Do you have lunch? Do you want to write on the board?
2. Be sure to respond according to the “level” you have been assigned.
3. Prepare to “act your level” for the whole group.
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Produce in Stages…Share what you felt…
What did you want the other
participant to be able to say?
1 2 3 4 5 6 7
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Remember...
Acquiring a second language is possible
because…
It is “Natural” for language to emerge
and fluency to increase
We must provide our students with…
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Essentials to Consider
• The affective filter controls the amount of input the
learner comes in contact with and how much is
converted into “intake”.
– Our goal is to lower the affective filter so students are “off the
defensive” – one possibility: do not correct errors directly
• Optimal Input requires comprehension PRIOR to
production
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Background Information• Components for acquiring a second language:
– Linguistic distance
– Native language proficiency
– Knowledge of second language
– Status of first language in the community
– Attitude toward student’s first language
• Theories
– Language Acquisition Device
– Language Instinct
– Language Organ
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Tips on Studying a
Foreign Language
• Study every day!
• Distribute your study time
• Attend and participate in every class
• Make yourself comfortable in the classroom
• Learn grammar if you don’t already know it
• Practice for tests
• Develop a good attitude
• Get help if you need it
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Tips (continued)
• Reading
• Writing
• Listening
• Speaking
• Thinking
Material by Jo Ann Cope Powell, Ph.D. The University of Texas at Austin http://www.utexas.edu/student/utlc
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What can we do?
What are we doing?
What works?
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Objectives
• Elements influencing first and second
language acquisition as well as important
methodologies will be discussed.
• We will look at a successful
implementation of learning within the
second language acquisition framework.
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Activity #2
Participants: locate another person who has the same number on his/her card and…
1. Share how you promote listening, reading, writing, speaking and thinking in your classrooms;
2. Write an idea or two on your cards;
3. Prepare to share with the group.
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Methods that Work
% !
Q
&
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TJ
B
?
6
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Action Plan
Present activities that are “… compatible with the
natural approach in that they begin with the student’s
own world and usually with language that the student
already has acquired.”
Patricia A. Richard-Amato
Consider: “What did we need in order to speak our first language?”
“All we needed was exposure to natural language
in a social environment”
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REAL Language
• Basic Social Communication –BICS
(Basic Interpersonal Communicative Skills)
• Academic Formal Communication –CALP
(Cognitive Academic Language Proficiency)
Which is emphasized in our classrooms?
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“The more a studentINTERACTS
with the information,the more likely he or she is to
MASTER ITSOURCE UNKNOWN
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• Simplify Input
• Use Contextual Clues
• Check for Understanding
• Present Appropriate Lessons
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Objectives
• Elements influencing first and second
language acquisition as well as important
methodologies will be discussed.
• We will look at a successful implementation of
learning within the second language
acquisition framework.
• Participants will leave with a few classroom
activities and ideas that promote listening,
reading, writing, speaking, and thinking in
and outside the classroom.
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Methods that
Maximize Acquisition
• Total Physical Response
• Suggestopedia
• Natural Approach
• Others…
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Some Activitiesto maximize successful incorporation of listening,
reading, writing, speaking, and thinking!
From various sources and contributors
• My Vote/Our Vote
• Verbs
• Picture Activities
• “I am” poem• Team of Three
• My Favorite Place
• One minutes speeches
• Quotes and Proverbs
• Songs
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Disclaimer
Various
sources
please see
Bibliography
in your electronic copy
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Evaluation
Your comments and
suggestions are
sincerely
appreciated
Thank You