xv encuentro de sonaples sociedad nacional de profesores de lenguas extranjeras en la enseñanza...

XV Encuentro de SONAPLESSociedad Nacional de Profesores de Lenguas Extranjeras en la Enseñanza Superior Universidad Católica de la Santísima Concepción, Chile Enero 2006 El rol del profesor de lenguas

extranjeras en el siglo XXI: nuevos enfoques, formación docente y redes de profesores

Linguistics and EFL teacher education: Issues and Answers

M. Karen Jogan, Ph.D.

[email protected]

M. Karen Jogan SONAPLES 2006

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Standards

Standards for Education Programs Pennsylvania Department of Education NCATE

National Council for Accreditation of Teacher Education INTASC

Interstate New Teacher Assessment and Support Consortium

ISTE International Society for Technology in Education


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Standards

Standards for Teachers of Foreign Languages (skills, content) American Council on the Teaching of Foreign

Languages (ACTFL) State Departments of Education

Often require content tests from Educational Testing Service

May require skills tests from ACTFL


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Curriculum in Foreign LanguageTeacher Preparation – Separate Components

Methodology ofTeaching FL

Content in FLLanguage

Literature, Culture, etc.

Education &

Psychology


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Curriculum in Foreign Language Teacher Preparation: Integrated ComponentsMethodology of

Teaching FL

Content in FLLanguage,

Literature, Culture

Education &Psychology


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The challenge..

How can we all row in the same direction?

How can we all work toward meeting the same goal(s)?

How can our teacher education programs demonstrate that preservice teachers are meeting program goals?


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Knowledge vs. Performance

Awareness Application


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Evidence that program goals are met Products created by preservice teachers

Performance of preservice teachers


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What about Linguistics?


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Issues…

Why study linguistics?

How can resistance to linguistics be addressed?

How can linguistics be integrated into EFL teacher preparation?


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Issues…

How can knowledge from linguistics inform teaching?

Awareness vs. Application

What can EFL preservice teachers produce to demonstrate that they can apply linguistics principles to their teaching?


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Gaps in preparation? Resistance? Lack of connection with other courses in the

program?


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How can resistance be addressed? Provide future teachers with linguistics

concepts

Provide future teachers with opportunities to create tools to use in the classroom (activities, lesson plans)


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Moving from Awareness to Application Awareness

Which tasks raise preservice teachers´ awareness of language?

Application Which tasks allow preservice teachers to apply

linguistic concepts and to develop teaching and assessment materials for their own classrooms?


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Application

What can the preservice teacher DO with knowledge of linguistics?


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Linguistics… Awareness and Application Phonetics and Phonology Morphnology Syntax Semantics L1 and L2 acquisition Dialectology History of Language Orthography


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Phonetics and Phonolgy

Awareness Listen to EFL student´s pronunciation. Categorize

patterns.

Application Create assessment tool to elicit and evaluate

pronunciation of EFL students. Develop exercises to teach phonemes and allophones.


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Phonetics and Phonology

Awareness Review a written dictation of an ESL student. Categorize errors and patterns in the dictation. Does L1 account for any errors?

Application Prepare an activity to help students contrast

sounds in L2 and L1.


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Morphology

Awareness Collect words in content areas. Analyze by

category of word creation.

Application Create a vocabulary building game using roots,

prefixes, suffixes. Create a vocabulary building activity

Adjective adverb Verb noun, etc.


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Morphophonemics

Awareness Listen to an audio clip. List plural nouns. Listen

again, and transcribe plural markers. Write a rule to explain when you hear [s] [z]

Application Create a mini-lesson to help English students

practice plurals. Practice the rule with a student. Reflect on your results.


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Morphophonemics

[s] [z]


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Syntax

Awareness Analyze an ESL student´s speech for syntactic

errors.

Application Using a book such as Celce-Murcia´s ESL

Gramar Book, identify a structure appropriate for instruction with this learner. Create a lesson for the learner.


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Semantics

Awareness The chicken was too hot to eat… Identify sentences with structural ambiguities

(deep vs. surface structure)


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Semantics Awareness

Analyze jokes or cartoons from The New Yorker for sources of semantic humor.

Application Create a class activity for students to illustrate the

literal and figurative meaning of idioms.


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Up a creek without a paddle


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Semantics

Awareness Identify semantic errors in EFL student writing

sample.

Application Create a graphic mapping activity for students to

brainstrorm vocabulary for assignments.


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Awareness Given a text, identify true, partial, and false cognates.

Application Create a reading activity from a news article that

focuses on cognates


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Pragmatics

Awareness Provide an audio or video clip in which students

can identify language functions (persuade, complain, greet, etc.)

Application Create a role play for students to act out functions

in a context.


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Pragmatics

Awareness Analyze a video clip of an EFL lesson for

organization, feedback, signals for transitions.

Application Present an English lesson, with focus on

classroom language for organization, feedback, signals for transitions.


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L1 Acquisition

Awareness Record a child´s speech in L1. What patterns

characterize this child´s speech?


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L2 Acquisition

Awareness When you studied L2, was the method consistent

with a learning view or an acquisition view? Explain.

Application Identify lessons that promote acquisition of

language.


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History of English language

Awareness In written passage, identify words that have

undergone sound change but that retain spelling. Use an English-English dictionary to study words

and their etymology.

Application Develop a lesson to integrate cultural heritage as

evidenced in words borrowed into English.


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Dialectology

Awareness Listen to a recording of Robert Frost reading a

poem. What patterns are in his dialect? Read a short text from Mark Twain to recognize

“eye” dialect Compare sound patterns in US and UK dialects.

Application Create a mini-lesson to describe patterns in a

spoken or written dialect.


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Orthography

Awareness What words are spelled alike that share meaning?

What pairs that share meaning differ in pronunciation? Sign/ signature Bomb/ bombard

Examine texts published in the US and the UK. Compile a list of spelling differences noted.


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Orthography

Application Debate pro and con:

The English spelling system should change to a system that reflects sound-symbol correspondence.


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Integrative projects

Application Select a content text in spoken or written English

to be used by EFL students Analyze the linguistic features that make it difficult Create supplementary materials to assist student in

comprehending text (margin notes, glosses, mini-lessons for grammatical structures)


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Integrative projects

Application Select a chapter in an EFL coursebook. Consider aspects studied in Linguistics.

How are these reflected in the instructional materials?

Write lesson plan(s) to enhance the presentation of one or more of the areas presented in the chapter.


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The Thinker: Awareness


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Benjamin Franklin: Application


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References

Adger, C., C. Snow & D. Christian (eds). (2002). What teachers need to know about language. McHenry, Ill. Delta (CAL).

Andrews, L. (2001). Linguistics for L2 teachers. Mahway NJ: Lawrence Erlbaum Associates.

Celce-Murcia, M. & Diane Larsen-Freeman. (1999). The grammar book: an ESL/EFL teacher’s course, 2nd ed. Boston: Heinle & Heinle.

Ellis, Rod (2003). Task based language learning and teaching. Oxford: Oxford University Press.

Freeman, D. & Y. Freeman (2005). Essential Linguistics: what you need to know to teach. Portsmouth, NH: Heinemann.


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Hatch, E. & C. Brown (1995). Vocabulary, semantics, and language education. Cambridge: Cambridge University Press.

McCarthy, M. (2001). Issues in applied linguistics. Cambridge: Cambridge University Press.

Micheau, C. & D. Godfrey (2005). Lighting a linguistic fire for teachers. Presentation, TESOL International, San Antonio Texas

Morris, L. (2003). Linguistic knowledge, metalinguistic knowledge and academic success in a language teacher education programme. Language awareness 12: 109-123.

Swan, M. & B. Smith (eds) (2001). Learner English: a teacher’s guide to interference and other problems, 2nd ed. Cambridge: Cambridge University Press.

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