Choosing activities and materials to enhance language learning

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Choosing activities and materials to enhance language learning Based on the principles of language

Choosing activities and materials to enhance language learning Based on the principles of language learning and teaching by H. Douglas Brown and Heekyeong Lee in Teaching by Principles (2015)

In a language classroom, who directs the learning? the instructor? the coursebook? the students?

In a language classroom, who directs the learning? the instructor? the coursebook? the students? the curriculum?

Principles of Language Learning and Teaching (Brown and Lee, 2015) § § § Automaticity

Principles of Language Learning and Teaching (Brown and Lee, 2015) § § § Automaticity Transfer Reward Self-regulation Interaction § § Identity and investment Languageculture connection

Automaticity (Brown and Lee, 2015) Efficient second language learning involves learners’ progressing from controlled,

Automaticity (Brown and Lee, 2015) Efficient second language learning involves learners’ progressing from controlled, limited language practice to automatic language processing. Students move toward fluency and “think” about language less as they progress.

Automaticity in the classroom Tasks should focus primarily on meaning, purpose and interaction. Don’t

Automaticity in the classroom Tasks should focus primarily on meaning, purpose and interaction. Don’t overwhelm students with too much focus on language rules and form.

Compare the following beginner Croatian grammar presentations…

Compare the following beginner Croatian grammar presentations…

Automaticity in the classroom Mechanical Manipulative Teacher-controlled Communicative Student-controlled

Automaticity in the classroom Mechanical Manipulative Teacher-controlled Communicative Student-controlled

Transfer (Brown and Lee, 2015) Learners naturally seek to transfer existing knowledge and abilities

Transfer (Brown and Lee, 2015) Learners naturally seek to transfer existing knowledge and abilities to new knowledge or skills. pickleball

Transfer in the classroom (Brown and Lee, 2015) Help learners make meaningful connections between

Transfer in the classroom (Brown and Lee, 2015) Help learners make meaningful connections between their existing knowledge and skills and the new material.

Transfer in the classroom (Brown and Lee, 2015) Cognates English - Spanish accident activities

Transfer in the classroom (Brown and Lee, 2015) Cognates English - Spanish accident activities accidente actividades family familia festival fruit fruta False Cognates Spanish - English embarazad a Éxito pregnant ( NOT embarrassed) success (NOT exit)

Transfer in the classroom (Brown and Lee, 2015) Help learners make meaningful connections between

Transfer in the classroom (Brown and Lee, 2015) Help learners make meaningful connections between their existing knowledge and skills and the new material. GREETINGS Hamid: As-salaam Alaykum Sara: Walaykum As-salaam Hamid: Labas? Sara: Culshi mzien. Inta labas? Hamid: Culshi mzien. Alhamdulilah

Transfer in the classroom (Brown and Lee, 2015) Help learners make meaningful connections between

Transfer in the classroom (Brown and Lee, 2015) Help learners make meaningful connections between their existing knowledge and skills and the new material. As-salaam Alaykum Walaykum As-salaam Labas? Culshi mzien. Inta labas? Culshi mzien. Alhamdulilah

Transfer in the classroom (Brown and Lee, 2015) Design lessons and activities based on

Transfer in the classroom (Brown and Lee, 2015) Design lessons and activities based on students’ backgrounds, interests, personalities, and hobbies. Avoid rote-learning and lengthy grammar explanations because they are not meaningful.

Transfer in the classroom (Brown and Lee, 2015) Learning Arabic through songs

Transfer in the classroom (Brown and Lee, 2015) Learning Arabic through songs

Reward (Brown and Lee, 2015) Reward = Better performance. The most powerful rewards are

Reward (Brown and Lee, 2015) Reward = Better performance. The most powerful rewards are those that are intrinsically motivated. A

Reward in the classroom (Brown and Lee, 2015) Use verbal praise, encouragement, compliments, enthusiasm,

Reward in the classroom (Brown and Lee, 2015) Use verbal praise, encouragement, compliments, enthusiasm, and cooperative activities. Remind students of long-term rewards; help students see why they should want to study language.

Identity & Investment (Brown and Lee, 2015) A learner’s sense of self-worth is tied

Identity & Investment (Brown and Lee, 2015) A learner’s sense of self-worth is tied to their linguistic ability and students may feel awkward or threatened in the language learning environment. Good teachers compensate. To develop proficiency in a second language, learners must invest their personal time and energy in the process. “r”

Identity & investment (Brown and Lee, 2015) in the classroom Support your students by

Identity & investment (Brown and Lee, 2015) in the classroom Support your students by choosing activities that challenge but don’t overwhelm. Be patient, positive and sympathetic. Give students choice in what / how they learn so that they don’t feel powerless.

Interaction (Brown and Lee, 2015) Learning a second language requires engaging in communicative acts

Interaction (Brown and Lee, 2015) Learning a second language requires engaging in communicative acts with others.

Interaction in the classroom (Brown and Lee, 2015) Carefully scaffold communicative practice activities to

Interaction in the classroom (Brown and Lee, 2015) Carefully scaffold communicative practice activities to ensure learner success. The more students feel confident, the more willing they are to take risks. Find a balance between encouraging risk taking and encouraging correctness. min. 18: 12

Self-regulation Successful learners take a pro-active approach to their learning. They set learning goals

Self-regulation Successful learners take a pro-active approach to their learning. They set learning goals and strive toward autonomy with the teacher as a facilitator. (Brown and Lee, 2015)

Self-regulation in the classroom (Brown and Lee, 2015) Raise students’ awareness of learning preferences,

Self-regulation in the classroom (Brown and Lee, 2015) Raise students’ awareness of learning preferences, strengths and weaknesses. Help them set their own learning goals and monitor their own progress.

How do you process information best?

How do you process information best?

Howard Gardner’s Multiple Intelligences Theory • • Verbal/Linguistic Logical / Mathematical Visual / Spatial

Howard Gardner’s Multiple Intelligences Theory • • Verbal/Linguistic Logical / Mathematical Visual / Spatial Bodily / Kinesthetic Interpersonal Intrapersonal Musical Naturalist • • Say it, write it Count it, analyze it Draw it Move it Lead it, share it Reflect on it Sing it, tap it out Classify it

Language-Culture Connection (Brown and Lee, 2015) Successfully learning a language means learning about the

Language-Culture Connection (Brown and Lee, 2015) Successfully learning a language means learning about the culture too.

Language-Culture Connection (Brown and Lee, 2015) Help your students understand cultural customs, values, and

Language-Culture Connection (Brown and Lee, 2015) Help your students understand cultural customs, values, and ways of thinking, feeling, and acting.

“Education is not the filling of a pail, but the lighting of a fire.

“Education is not the filling of a pail, but the lighting of a fire. ” attributed to William B. Yeats

Based on these principles, you can assess the strengths and weaknesses of your lessons,

Based on these principles, you can assess the strengths and weaknesses of your lessons, coursebook, and activities. You can adjust your teaching to “light a fire” in your students.

Reference Brown, H. D. , & Lee, H. (2015). Teaching by principles: An interactive

Reference Brown, H. D. , & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. Pearson Education

Cindy Rauth Academic Coordinator English Language and Cultural Studies University of Arkansas crauth@uark. edu

Cindy Rauth Academic Coordinator English Language and Cultural Studies University of Arkansas crauth@uark. edu