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