Second Language Acquisition Bilingual Education and Structure of
Second Language Acquisition, Bilingual Education, and Structure of English BEDUC 441/541 Summer, 2017 Session 4 Huanshu Yuan
Warm-up Activity �Each person share their language learning autobiographies in group of 34 with classmates �What you learned from yours and others’ language learning processes �Each person in the group needs to ask at least one question to a peer about the language learning experience
Learning How We Learn--Language and Other Things �Discuss the prompt “In what ways does your own language learning experience contribute to your understanding of second language acquisition and bilingual education? ” �What specific connections might we make to specific concepts from course readings thus far?
Growth Mind-set � Before things: 1. 2. 3. watching this video, I want you to do a couple of In most cases, when you hear the term “math”, replace it with “language” Think about the young people you will work with in your CBLR placements, as you watch the video to remind yourselves that their identities as students with English as an additional language does not indicate what they are capable of, even though they and their teachers may tend to lean in that direction Think about your own learning of language and academic content about language acquisition and bilingual education. It may be hard and we will make mistakes. Our goal is not to avoid mistakes but rather to learn and grow our brains.
�Video from Jo Boaler �https: //www. youtube. com/watch? v=bxr Py 1 fj. VU 4&feature=youtu. be �Post viewing the video, work in small groups, discuss those three prompts that I asked you to think about as you watched the video.
About Learning �Learning is not linear even though we tend to approach it although it is. �Most people do not (although some do and many think they do if asked) learn well when following steps to complete a task. �Learning happens more efficiently and effectively when we process information in authentic ways and engage our cognitive skills rather than following instructions.
About Teaching � Rather than following a linear process of teacher transmits information then moves on, we can use a spiral to return to concepts, each time improve our understanding. A spiral process is dependent on a growth mindset to allow learners to know that it is expected that they will need time to “get” things. � Instead of transmitting, we want to think on our own, process through authentic experiences with otherwise, we lose it. � Providing authentic practice means that getting a right answers is less valuable then firing our synapses by exploring, listening to others’ perspectives, pushing ourselves to respond to questions even before we have a “perfect” response.
Lightbown & Spada Chap 1 �Apply a growth mindset and exploration as you discuss the following prompts in small groups. 1. What did you learn about L 1 acquisition? 2. What questions do you have about L 1 acquisition? 3. Each group prepares one question or important/interesting gaining/reflection that we can discuss in the full group.
Explaining first language acquisition �The behaviorist perspective: “Say what I say” B. F. Skinner “Give me a child and I will shape him into anything” v. Children learned their first language through stimulus, responses, and reinforcement as well, postulating imitation and association as essential process. v. Behaviorists assumed that the child’s mind was a blank slate awaiting the scripture of experience.
� The innatist theory: “It’s all in your mind” Noam Chomsky—Human languages are fundamentally innate. “Language Acquisition Device---LAD” v Language acquisition could only be accounted for by an innate, biological LAD v Language develops the same way as other biological functions develop v Everyone is born with innate principles of language v Children learn language spontaneously and then speak creatively and they are biologically programmed for language v Environment only makes a basic contribution
Critical Period Hypothesis �Humans are genetically programmed to acquire certain knowledge and skills at specific time in life �Children who are not exposed to any language in their infancy/childhood may never acquire language �“The wild child”
Usage-based learning: Connectionism �It’s more important to attribute the role of environment to the ability to learn than specific innate knowledge �Learners gradually build up their knowledge of language through being exposed to linguistic feature in daily base �Language is partly learned in large chunk rather than single words
Interactionist/developmental Perspectives �“Learning from inside and out” �Piaget: Language as a symbol system �Vygotsky: The zone of proximal development (ZPD)---What can the learner achieve with assistance �ZPD: The distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under guidance. �Scaffolding occurs through the more knowledgeable others
Teaching/Learning Zones
Comparison of behaviorist, innatist, and interactionist theories; Peregoy S & Boyle O, Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Learners Acquisition Aspects Behaviorist Perspective Innatist Perspective Linguistic Focus Verbal behaviors, words, utterances of child and people in social environment Modeling, imitation, practice, and selective reinforcement of correct form Secondary role, imitator and responder to environmental shaping Child’s syntax Process of acquisition Role of Child Role of Social environment Primary role, parental modeling and reinforcement are major factors Interactionist Perspective Conversations between child and caregiver; focus on caregiver speech Hypothesis testing Acquisition emerges and creative from construction of communication, syntactic rules using acts scaffolded by LAD caregivers Primary role, Important role in equipped with interaction, taking biological LAD, more control as Child plays major language role in acquisition advances Minor role, Important role in language used by interaction, others merely especially in early triggers LAD years when
�Sociocultural learning theory �Learning is essentially social in nature �Ideas are acquired in interactions with others �Language interactions play a vital role in knowledge construction
Childhood Bilingualism �Simultaneous bilinguals: Language from earlier childhood �Sequential bilinguals: Language learned later �Code switching: The use of words or phrases from more than one language within a conversation �BICS & CALP
Chapter 2 of Lightbown and Spada � 1. 2. 3. 4. 5. 6. 7. v v Questions to ponder in small groups In what ways do first and second language appear to be similar? In what ways do first and second language appear to be different? What are some of the ways that age might affect SLA? What are some typical differences in learning conditions between children and adults? What learning conditions positively affect SLA? What kind of differences might we expect between individuals who have only studied a language in a classroom the individuals who acquired a second language only through daily life practices? Define and connect the following terms: Contrastive analysis (p. 41) Error analysis (p. 42) Interlanguage (p. 42, 43; p. 220)---Fossilization (p. 43; p. 218) Developmental sequences (p. 45)
Ovando et al “Teaching a Second Language” �What is the Prism Model (p. 123 -125) �Collaboratively create the model and define the components �In groups, discuss: v. Why might this model need to be inserted into our conversations when thinking about teaching students with English as an additional language? v. How might this model guide what individuals do in classrooms or when interacting with individuals acquiring English?
�Cummins---Common Underlying Proficiency (CUP)---(p. 130) �Only in surface structures do language appear to be radically different, but still deeper than language itself is the underlying knowledge base & life experience that students have developed in L 1, all of which is available to them once they have the ability to express that knowledge in L 2. L 1 literacy is a crucial base for L 2 literacy development.
Closure �Nature and/or nurture---language acquisition? �Interactionist/developmental perspectives of language acquisition are fundamental to current standards of teaching ELLs and native speakers. What are the characteristics of this perspective? �Why encourage children to use their home language in their home? (And school setting when possible or appropriate? )
Next Class �Prepared for the readings �Review of Chap 1, 2 and key concepts �Prepare and discuss about the Exam �Prepare for Test Preparation and Tea Party �Plan ahead of time �Class time: 1: 30 pm-4: 30 pm �CBLP starts at July 10 th 8: 45 am
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