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Introduction To Second Language Learning and Teaching: A Professional Development Unit For Category 1
Introduction To Second Language Learning and Teaching: A Professional Development Unit For Category 1
Agenda
8:30-8:45- Goals 8:45-9:00- Who in the audience is like me? Module 1: Key Factors Affecting Second Language Acquisition 9:00-10:00 Analytical Framework 10:00-10:15 Break 10:15-12:00 Other Theories of Second Language Acquisition 12:00-12:45 Lunch 12:45-2:15 PM Module 2 The Interrelationship of Language and Culture- total time
Use the handout to ask other participants whether they meet the criteria in each box. If they can answer yes to one of the statements, have them write their name.
Debrief of Reading
In small groups, identify 5 to 6 major points that relate to the question:
How do we distinguish between a language difference and a learning disability?
Activity 2:
Birthage7 12
12-17
Memorized phrases
phrases, culture and beliefs
1730s
Motivated by friendships
p. 9
Language
Input
Language Processing
Individual Characteristics
p. 10
You will be discussing one of these questions in your small group 1. Identify various situational factors and explain how these situational factors can influence the kind and amount of second language input in a classroom. 2. Think about individual characteristics of a student or students and how these can influence the kind and amount of second language input they receive in a classroom. 3. Identify various situational factors and explain how these can influence the kind and amount of second language output by students in a classroom.
4.Think about individual characteristics of a student or students and how these can influence the kind and amount of their second language output in a classroom.
p. 11
Situational Factors
Factors that influence both the nature of the linguistic input and strategies of the learner.
Examples include: classroom environment, cafeteria & doctors office. Communication task: explaining, asking, requesting
Language Input
Linguistic input includes the language of input (e.g. L1 or L2) Communication tasks: academic discussion, vocabulary, abstract concepts, longer sentence structures and the amount of input. Situation + input = learning environment
Language Processing
The second language learner uses cognitive and linguistic strategies to internalize new knowledge in L2.
Production strategies are the means by which the learner utilizes his or her L1 and existing L2 knowledge The second language learner relies on their L1 when they lack resources in their L2
Think about the following: Reflect upon the referrals you receive of ELLs who are struggling in the classroom. -What situational and
p. 12
BICS
CALP
Social Language
Academic Language
CALP
Cause and effect in Social Studies
Speech Emergence
Can produce simple complete sentences Can participate in small group activities Can answer open-ended questions why, how, etc. Begins to use English more freely
Intermediate Fluency
Can create extended discourse Can participate in reading and writing activities May appear orally fluent, but experience difficulties in academics and literacy Can do most classroom tasks if supported and scaffold
Student #1 Student #2
Student #3
Affective Filter
Stephen Krashen hypothesizes that there is an imaginary wall that is placed between a learner and language input. This is called the Affective Filter. If the filter is on, the learner is blocking out input and output. No language can be received or produced
Affective Filter
Krashen indicates that anxiety, self-esteem, and motivation are the three major variables that have an impact on the Affective Filter. The filter turns on when anxiety is high, selfesteem is low, or motivation is low. Think-Pair-Share
Turn to a neighbor and share teacher and students behaviors and instructional activities that keep the affective filter turned off
What is Culture?
Module 2 Activity 6: Write your own personal definition of culture The Interrelationship of Language and Culture Through the study of other languages, students gain knowledge and understanding of the cultures that use the language. In fact, students can not truly master the language until they have also mastered the cultural context in which the language occurs.
Standards for Foreign Language Learning in the 21st Century, 1999. p. 14
What is Culture?
Culture is whatever it is one has to know or believe in order to operate in a manner acceptable to its members. (Goodenough, 1957) For the purpose of educators, culture is defined as a social groups design for surviving in and adapting to its environment. (Bullivant, 1993)
What is Culture?
We use the term human culture, in its broadest sense, not only to include rules, practices, actions, and characteristics of entire cultures or societies, but also the thoughts, feelings, actions and characteristics of individual human beings. (Levinson & Malone, 1980)
What is Culture?
The ever changing values, traditions, social and political relationships, and worldview created and shared by a group of people bound together by a combination of factors (which can include a common history, geographic location, language, social class, and or religion), and how these are transformed by those who share them.
(Nieto 2002)
Principles of Culture
Activity 7:
Culture can be defined in many ways. There are no universally accepted definitions of culture. Differentiating between cultural and personal variables is not always easy. Culture is portable and is transmitted from generation to generation.
p. 16
Activity 8:
Classroom behavior, which is also culturally based, is guided by rules and norms established by convention, which means they are implicitly taught, tacitly agreed upon, and cooperatively maintained.
Cazden & Mehan (1992) in Dilworth, p. 26.
p. 17
1.
2. 3. 4. 5.
6.
What are the rules and norms that guide classroom behavior in your school? What do your students need to know in order to function in a way that is considered appropriate? How were the rules taught and by whom? How were they agreed upon? How are they cooperatively maintained? Are these rules universal within U.S. culture or schools? Have you noticed variations? Give examples.
p. 17-18
Activity 8b:
Quotation by Dilworth
Thus, if the children understand and learn the appropriate expected behaviors for different classroom contexts (for example, a lesson in taking a test, individual or group activities, or recess), communication and interaction between the teacher and students should increase.
Dilworth, M. E. (1992). p. 26.
p. 18 How does this quote relate to our question, How do we distinguish between a language difference and a learning disability?
Activity 8c:
understand and learn the appropriate expected behaviors for different classroom contexts as you navigated through your own educational experience. 2. What difficulties did you experience and what helped them negotiate the changes in expectations?
Activity 8c:
What are the different classroom contexts that your ESL students experience during a typical day? How may the expected behaviors between difference classroom context? How may these changes in expected norms from one classroom to another impact the behavior of ESL students? What are three things a newcomer should know in order to function successfully in your school? Would their parents or grandparents come up with the same three things? Would their children or students identify the same three things?
p. 19
Activity 9a
Reflect on the following scenario: Plans for the Weekend Think about the rules of communication that are at play:
What is going on here? Summarize each participants point of view What cultural differences in communication rules might be at play here?
p. 20
Activity 9b
Think about the Plans for the Weekend scenario as you reflect on the process that individuals may experience when communication breaks down.
A. Process leading to communication breakdown: B. Process to prevent communication breakdown, after we experience the first three steps:
Fourth
p. 21
p. 21
Culture as an Iceberg
Activity 10
: Developing Sociolinguistic
Competence
1. Write about yourself and your family and not about your experiences with other cultures unless they directly involve a family member. 2. What were the rules of communication you were taught to use? Who taught you and how? write down the explicit and 3. Write down the implicit situational communication rules you were taught to use in the setting you selected:
p. 22-23
Activity 11:
Read scenario at the bottom of the page. -Discuss what may be some of the changes you could do to this lesson plan to address issues 1,4,5, and 6.
Handout from Trainer
Activity 12:
Wrap-up/Think About It
Culture is partly created from its language. Certain cultural events, such as rituals, storytelling, folktales, and greetings, are deeply intertwined in language. A shift to using a new language will signify a shift in culture. Language production is not only a psychological event but a process deeply embedded in culture.
p. 24
Talking Points
Communication is more than speaking, listening, and comprehending. To successfully communicate we must understand the rules of communication and apply them. It is not whether one pattern of communication is right or wrong. What we need to consider is that all patterns of communication evolve to express and satisfy particular cultural patterns and needs.
p. 25-28