September 17, 2012 - Theories of Language Acquisition

Sheltered Instruction
an approach to teaching English language learners which integrates language and content instruction. The dual goals of sheltered instruction are: # to provide access to mainstream, grade-level content, and # to promote the development of English language proficiency

Sheltered Instruction is More Than Just Good Teaching

• Wait Time - give 5-7 seconds before having students respond.  You will receive better responses when you provide wait time
• Key Vocabulary
• Adapted Conent
• Language Objectives
• Clarification in L1
• Appropriate speech for proficiency level
• Supplementary materials
• Student background experiences

SIOP Text Summary
     Each group took a chapter of the text and shared the main idea, drew a picture of visual of key concepts, classroom connections and a summary.

Lesson Plan Checklist for the Sheltered Instruction Observation Protocol (SIOP)

Why is English so difficult to learn?  
     We have many words that have multiple meanings.

    
First Language Acquisition Theory

Behaviorist Theory of Language Acquisition (BF Skinner 1940's - 50)

• Imitation & Habit Formulation
• kids learn by imitating what they see and hear. 
• they form habits
• Stimulus, response, reinforcement
• "If you say "cookie" I will give you a cookie"
• Enforce "Use your words"
• Association
• associate vocabulary with actions
• Child's mind is a blank slate

Innate Theory of Language Acquisition

• Language is innate (Noam Chomsky. 1959)
• We have a universal grammar that allows us to be a sophisticated language
• humans are sophisticated communicators
• critical period for language acquisition

Interactionist Theory (Lev Vygotsky - Catherine Snow)

• Language develops as a result of interaction between unique human characteristics of the child and the environment in which the child develops
• Language that is modified to suit the capability of the learner is a crucial element in the language acquisition process
• ZPD - Zone of Proximal Development
• "Motherese" or Child Directed Speech
• Slower rate of speech
• higher pitch
• more varied intonation
• shorter simpler sentence patterns
• frequent repetition
• paraphrase

Second Language Acquisition Theory

Learning - Acquisition Hypothese

• one learns a second language the same way they learned it.  By using it. They need to be immersed in it, and use the language for meaningful purposes.
• Acquisition vs Learning
• Acquisition
• focus on need to communicate
• errors are expected as developmental
• it's an unconscious process, a result of exposure
• student-centered
• Learning
• Focus on forms to be mastered
• error correction is a critical feature to promote mastery
• learning is a conscious process of memorizing rules, forms and structures
• Teacher - centered  
• Language is best taught when it is being used to transmit messages, not when it is explicitly taught for conscious learning.
• Natural Order hypothesis
• linguistic forms emerge in L2 in much the same order ask they do in L1. 
• Verb forms
• Start with present and past progressive (is walking, was not walking)
• present perfect tense (have/has been walking)
• phrasal verbs (walk down the street. Walk up the path)
• conditional form (If we walk to the store, we will not...)
• the learner will "fill in" the blanks with a predictable and logical form, based on the rule-goverened patterns of language.
• The Monitor Hypothesis
• students begin to modify speech to conform to the speech and written language of native speakers 
• Comprehensible Input Hypothesis
• The learner acquires or learns language he/she understands by connecting to prior knowledge and known concepts.  Language not understood is just L2 noise.
• Affective Filter Hypothesis
• There exists a "filter" or "mental block" that impedes L2 from getting in.  A low filter is associated with relaxation, confidence to take risks and a pleasant learning environment.
• Code Switching
• The learner naturally develops an interim form of language that is a mixture of L1 and L2. ELL will fill with first language skills, where they don't know the form in L2.

What does it mean to be proficient in a different language?

• There are 3 dimensions of language proficiency (Jim Cummins)
1. basic interpersonal communication skills or BICS
• social language kids learn in social situations (contextual situations)
• communicate successfully with other native speakers
2. Cognitive Academic Language Proficiency or CALP
• language of the classroom.  Science, Social Studies, Reading, Math....etc
• skills that are associated with literacy and cognitive development and that are learned through formal instruction
3. Discrete Language Skills (phonological, literacy, and grammatical knowledge)
• grammar, syntax, phonics, ....
• Stages of Language Acquisition
  Initially, ELLS are able to comprehend more than they can express
• Preproduction
• Student behaviors:
• minimal comprehensin
• "Silent Period"
• Nods "Yes" and "no"
• draws, points, gestures
• responds to commands
• Strategies
• Use sheltered Instruction
• Ask yes or no questions
• show me...
• point to...
• circle the...
• where is...
• who has...
• put the___next to the ____
• Is this a ______
• Total Physical Response (TPR)
• Receptive before expressive language
• Imperatives used to transfer or communicate information
• students not forced to speak until ready
• Early Production
• Student Behaviors
• limited comprehensive
• one or two word responses 
• key words and familiar responses
• present tense verbs
• frequent errors
• Teacher Prompts
• yes/no questions
• either/or questions
• one or two words answers
• lists
• labels
• Speech Emergence
• Student behaviors
• good comprehension
• can produce simple sentences
• makes grammar and pronunciation errors
• frequently misunderstands jokes
• Teacher prompts
• Why....?
• How....?
• Explain...?
• Describe...?
• Phrase or short sentence answers
• Intermediate Fluency
• Student behaviors
• has excellent comprehension
• makes few grammatical errors
• may have difficulties in abstract, cognitively demanding subjects when high level literacy required
• Teacher Prompts
• What would happen if....?
• Why do you think.....?
• Describe/compare....?
• How do you think the story will end...?