Transcript Introduction to Second Language Learning and

Introduction to Second
Language
Learning and Teaching:
A Professional Development
Unit for Category 1
Module1
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
Who is qualified to teach LEP
students?
DESE required a reexamination of the skills
and knowledge needed to teach ELLs
Category 1 Intro. to Second Language Learning and Teaching
Category 2: Sheltering Content Instruction
Category 3: Assessment of Speaking and Listening
Category 4: Teaching Reading and Writing to LEP Students
Foundational knowledge for this
category:
• Key factors affecting second language
acquisition.
• Implications of these factors on classroom
organization and instruction.
• Implications of cultural differences for classroom
organization and instruction.
• Organization, content, and performance levels in
the English Language Proficiency Benchmarks
and Outcomes for English Language Learners.
Category 1 Objectives
Second Language Acquisition
• Identify some key factors affecting second
language acquisition.
• Understand a graphic display that
represents the process of second
language acquisition.
Category 1 Objectives:
Culture
• Become familiar with some basic concepts of
culture.
• Develop a basic understanding of the
interrelationship of language and culture.
• Explore the concept of sociolinguistic
competence and its impact on learning and
behavior of ELLs.
• This professional development unit requires
approximately 12 hours to deliver. It is organized
into two topics and five modules, ideally
delivered in two six-hour sessions.
Second Language Acquisition and
Cultural Differences Overview
2 modules:
Module 1:
Key Factors Affecting Second Language Acquisition
ELLs face the challenge of having to learn at the same
time both the English language and academic content
Module 2:
The Interrelationship of Language and Culture
Educators need to develop a basic knowledge base to
effectively interact and instruct a rapidly growing culturally
and linguistically diverse student population.
Activity 1: Find Someone Who
• 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.
Find Someone Who…
Has lived in another country
Is in his/her first three years of teaching
Knows the meaning of the phrase “Tempus
fugit”
Has an unusual talent
Has been on television
Knows the meaning of the phrase, “Amanhã
vai ser outro dia”
Has met someone famous
Knows the meaning of the phrase, “Más vale
tarde que nunca”
Is shorter than you
Has tried an unusual food
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?
– Write your points on chart paper.
Module 1
Key Factors Affecting Second
Language Acquisition
Activity 2:
Autobiography of a Second
Language Learner
Dates
Language
Circumstances
Outcome(s)-
Factors Affecting
Outcomes (Activity3)
Greek,
Italian,
and
Portugue
se
Lived near Greek,
Italian and
Portuguese
neighbors
Picked up social
phrases, culture
and beliefs
Wanted to know more
about cultures and
language. Listened to
Portuguese music and
ate their food.
12-17
French
jr. high high school
Memorized
phrases
Requirement for school
1730’s
Portugues, Worked in
spanish
restaurant
phrases, culture
and beliefs
Motivated by
friendships
Birthage7
12
p. 9
Activity 3: Identifying Factors that
Influence Second Language
Acquisition
• What factors influence your acquisition of
the language?
– Which factors supported your learning of a
new language?
– Which factors hindered your learning of a new
language?
p. 9
Analytical Framework: Classrooms
as Sites
Activity 4a.
Situational Factors
Language
Input
Individual
Characteristics
p. 10
Language
Processing
Variable
Language
Output
Discussion of the Analytical Framework
Activity 4b:
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 & doctor’s 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
Variable Language Output
Language Production differs for all students.
The learner is still trying to figure out what rules
govern the use of alternate forms.
This type of variability seems to be most
common among beginning learners, and may be
entirely absent among the more advanced.
Individual Reflective Writing
Activity 5:
Think about the following:
Reflect upon the referrals you receive of
ELLs who are struggling in the classroom.
-What situational and
p. 12
Second Language Acquisition
Theory
Jim Cummins
BICS
CALP
Social Language
Academic Language
BICS = Basic Interpersonal
Communication Skills
– Playground Language
– Not related to academic achievement
– Attained after 1-2 years in host country
CALP = Cognitive Academic Language
Proficiency
– Language proficiency needed to function in
decontextualized, academic settings
– CALP in L1 and L2 may overlap, despite
differences in “surface features “ of each
language
– Attained between five to seven years in host
country
BICS and CALP in the Classroom
BICS
CALP
Morning Message
Cause and effect in Social Studies
Stages of Oral Language
Acquisition
• Pre-Production
– Cannot produce in English
– Can understand more than can say
– Can actively listen for short periods
– Can respond non-verbally
• Early Production
– Can produce individual words and phrases
– Can answer closed questions
– Can name, label, list, categorize
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
Observing the Stage of Second
Language Acquisition
Stage of Language
Acquisition and Rationale
Student #1
Student #2
Student #3
Possible Classroom
Strategies
Comprehensible Input
Krashen
• Comprehensible Input is “meaningful
language” that can be understood from
context
• To facilitate language acquisition, input
should contain structures a little
“beyond” what they are able to
understand (i+1)
Acquisition versus Learning
• Stephen Krashen, from the University of
Southern California, separated notions of
acquisition and learning
– Children orally acquire their first language
in natural, communicative, supportive
settings without explicit instruction.
(Acquired Competence – AC)
– Children then go to school and learn the
grammatical rules, vocabulary, and
structures of language. (Learned
Competence – LC)
Acquisition versus Learning
• Krashen (1983) believes that the result of
learning, learned competence (LC), functions
as a monitor or editor. Acquired competence
(AC) is responsible for our fluent production
of sentences, LC makes correction on these
sentences either before or after their
production.
• For second language learners, a balance of
acquisition and learning in a supportive
environment is conducive to language
development.
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…
Module 2
The Interrelationship of
Language and Culture
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 group’s 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:
Participant Reflection: Language
“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
Culture, and Behavior
Quotation by Cazden & Mehan
Activity 8a:
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:
Quotation by Dilworth
Reflection
1. Think about personal experiences in which you had to
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?
Write your reflection.
p. 18
Share with a partner next to you.
Activity 8c:
Quotation by Dilworth
Reflection (cont.)
• 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
: Communication Styles and
Activity 9a
Rules:
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 participant’s point of view
• What cultural differences in
communication rules might be at play
here?
p. 20
Activity 9b
: Art of Crossing Cultures (C.
Sorti, 1990)
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:
Activity 9b: Art of Crossing Cultures
A. Process leading to communication breakdown:
First
Second
Third
Fourth
p. 21
We expect others to be like-us but
not everyone is like us.
Because we are different, a cultural
incident can occur.
When a misunderstanding or incident
occurs, it causes a reaction (anger,
fears, frustration, annoyance, etc.)
We withdraw.
Activity 9b: Art of Crossing Cultures
B. Process to prevent communication breakdown, after we experience the first
three steps:
Fourth
Instead of withdrawing we need to become aware of
our reactions.
Fifth
Once we are aware of our reactions, we can then
reflect on why we are reacting the way we do.
Sixth
As we identify the cause of the way we feel our
reactions tends to subside.
Seventh
This will permit us to observe the situation and to
explore other perspectives.
Eighth
Gathering information, can help us gain a different
perspective, which can lead us to develop culturally
appropriate expectations.
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:
Language, Culture, and the
Classroom- handout
• Read questions in the checklist.
– How does the checklist inform our question,
“How do you distinguish between a language
difference and a learning disability?”
• 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.”
Activity 13: Assignment
• Choice 1: Listen to a Learner: Interview a Student or
Students
• For Next Time:
– Bring interview of the student.
– Bring related data or documents.
– Be prepared to share the student in small “mock” team meeting
about the student.
– Read chapter 4 of the text.
p. 25-28