3rd+Class

=3rd Class=

Language Acquisition Stages ~ Don't need to write the list Think of Babies

 * I Silent/Reproduction ~ Understand don't speak
 * II Early Production ~
 * III Speech Emergence
 * IV Intermediate Language
 * V Advanced Language

Prism Model
All four of these of these components – sociocultural, linguistic, academic and cognitive – are interdependent. If one is developed to the neglect of another this may be detrimental to a student’s overall growth and future success. In addition, all components are developmental, and depend critically on equal balance in both languages. It is thus crucial that the school provides a socioculturally supportive school environment that allows natural language, academic, and cognitive development to flourish in both English and the mother tongue.

Myths About Learning

 * learning is innate
 * some better than others
 * only dominate culture is any good
 * accommodations are unfair (glasses)
 * ESL students choose to fail b/c families do not value education

Acculturation

 * Honeymoon
 * Hostility ~ can't wait to go back,
 * Humor ~ stressful but learning to cope
 * Home ~ feel comfortable here

Jim Cummins

 * **BICS BASIC INTERPERSONAL COMMUNICATION SKILLS / Playground** /Informal
 * Basic Skills
 * Greet each other
 * answer simle?
 * respond to commands
 * describe feelings
 * share event
 * get along with peers
 * communicate with adults
 * work on projects with others
 * share a snack or lunch
 * CALP COGNITIVE ACADEMIC LANGUAGE PROFICIENCY/formal
 * Academic Language
 * retell story
 * describe character in book
 * compare/contrast
 * predict
 * role pay
 * interact
 * negotiate
 * write hypothesis
 * read a math word problem
 * share news article
 * describe genre
 * synthesize info
 * Context embedded: story telling, pictures, **paralinguistic clues facial, intonation, gestures, sarcasm, blink** Big Bang Video
 * **Range of Contextual Support** ~ handout study
 * Context embedded: story telling, pictures, **paralinguistic clues facial, intonation, gestures, sarcasm, blink** Big Bang Video
 * **Range of Contextual Support** ~ handout study

**19th C Greek/Latin ~ Teacher Centered ~ Emphasize the rules & structure** ||
 * = Methods/Approached to Language Instruction = ||
 * = ** Grammar Based ** =
 * =Grammar Translation Method= || * taught in L1
 * translate from L1 to L2
 * teacher directed
 * grammar/syntax stressed
 * emphasis on CORRECT answer ||
 * =Direct Method (Berlitz)= || * instruction conducted in L2
 * only teach everyday language
 * use visual aides
 * question - response
 * errors ignored
 * Focus on oral communication
 * grammar teaching inductive
 * =Audio-Lingual Method (ALM)= || * stress on pronunciation
 * memorization
 * grammar is inductive
 * words learned in context
 * teacher centered
 * lots of drill
 * behaviorism ||
 * = **Communicative Methods** =
 * = **Communicative Methods** =

**60's & 70's ~ foc****us** **on communication ~ student centered ~ meaningful acquisition of knowledge** ||
 * =Communicative=

DOES THIS GO HERE??????? || * small groups with authentic materials
 * students practice
 * L1 plays no role
 * function over form ||
 * =Silent Way (historical)= || * seldom content based
 * teacher modeling but silent uses hand gestures/mouthng words
 * learner takes active part ||
 * =Natural Way (historical)= || * stress comprehension
 * minimal error correction
 * Can use L1
 * not necessarily content-based ||
 * =Suggestopedia (historical)= || * relaxed setting
 * minimal error correction
 * L1 used for explanations
 * not necessarily content-based ||
 * =Integrated Content-Based= || * emphasize L2 developoment
 * focus on content and language integration
 * thematic units ||
 * =Sheltered Instruction= || * scaffold instruction
 * visuals, cooperative learning, guarded vocab ||
 * =Total Physical Response (TPR) Asher= || * language body connection
 * Use games, acting out
 * kinesthetic
 * low stress
 * Teacher provides context for students to act out/demo understanding
 * L1 rarely used, meaning made clear through action
 * Highly motivational
 * understand before speak ||
 * =Language Experience Approach= || * relate to personal experience
 * activities based on student interrest
 * comprehension without attention to error correction
 * emphasize meaning ||
 * emphasize meaning ||

=Know for Test ~ Dominant Philosophical Approach to Language Instruction ~ Handout=

Steps in the Writing Process

 * 1) Brainstorm
 * 2) 1st Draft
 * 3) Peer Revieew
 * 4) Revise
 * 5) Edit
 * 6) Final Copy

Social Language

 * Register ~ informal/social
 * Abstraction ~
 * Characterization
 * Affective



What is known to what is not known

John Schumann
**Providing Comprehensible Input**
 * Speak slower
 * Speak clealrly
 * Select vocabulary carefully
 * Use visuals to support
 * Simlify syntax

Kinds of Tests

 * Achievement
 * Proficiency
 * Diagnstic
 * Placement
 * Criterion-referenced
 * Norm-referenced