Organic Language Acquisition
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Organic Language Acquisition Kinesthetic Immersion Darcy Rogers . TAUGHT. vs. LEARNED / ACQUIRED. How did we learn our first language?. Copied it speaking it hearing it all the time hearing it

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Organic Language Acquisition Kinesthetic Immersion

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Organic Language Acquisition

Kinesthetic Immersion

Darcy Rogers





How did we learn our first language?

Copied it

speaking it hearing it all the time

hearing it

repitition DOING IT

being shown it

Watching it

listening to it

songs, televisión, libros, practicing writing

Environment is focused on:





**simulating How we actually

ACQUIREDa language

THE COMPREHENSION HYPOTHESIS:The centerpiece of the theory

We acquire a language when we

understand messages.

TWO AMAZING FACTS about language acquisition:

Effortless: no energy, no work

Involuntary: given comprehensible input you must acquire, you have no choice.

Making meaning

S -> E -> M

S -> M

Complaints about comprehensible input methods

Students make a lot of mistakes

  • -You can hear, because they’re talking

  • -Obligatory errors!!

    CI leads to a lowering of standards

  • -Actually, more continue to higher levels

  • -Depth over Breadth, better foundation

    Not enough ‘academic language’

  • -True

Errors = Progress

Output hypothesis Merrill Swain

What is The Output Hypothesis?

  • The output hypothesis claims that the act of producing language (speaking or writing) constitutes……part of the process of second language learning.

  • This means that the dialogue learners engage in takes on new significance. In it, we can observe learners operating on linguistic data –– operations that move inward to become part of the participants own mental activity. In dialogue with others, we see learning taking place.

    (Donato & Lantolf 1990; Lantolf 2000a; Swain 2001).

Traditional progression

Acquisition progression

Change the STRUCTURE

PHySicAL SpAce

Tools needed to communicate:


-key phrases


At beginning levels

Making the environment safe

and fun!!!

Allowing students to have the

forum to make mistakes

Learning from their mistakes

Leading topics of discussion

Advanced levels (III/IV)

  • Pose essential questions that students have to attempt to answer, and have evidence to prove their position.

  • Students do:

    • research

    • share findings

    • prove their opinions

  • Some questions, such as ‘what is the solution to poverty?’ may not have an answer, but students must discuss:

    • poverty cycles

    • show statistics

    • talk about causes

    • discuss economic and weather influences to poverty, both locally and internationally.



*Teachers are merelyguideswholeadstudentsdownthepathoflanguagelearning, andenablethemtobecometeachersofothers.


Levels achieved through proficiency based teaching(kinesthetic, communicative, immersion model)

Spanish I – NM

Spanish II – NH

Spanish III – IL

Spanish IV – IM

ACTFL Level ExpectedOLA Students

  • Spanish INMNM / NH

  • Spanish II NHNH / IL

  • Spanish III ILIL / IM

  • Spanish IV IMIM / IH

ACTFL levels by Method

Communicative (Interactive activities, textbook english by teacher)  

ACTFL levels by Method

Method (immersion, interactive, Spanish by teacher and students)

Crossing thresholds

Novice to Intermediate

Intermediate to Advanced

Success is dependent on 2 factors:



Responsibility of learner

  • BE accountable to the whole class

  • Be positive and helpful

  • Participate fully

  • Be prepared every day

  • Stay in Spanish

  • Be interested and passionate

You're in

charge of the quantity

of Spanish you learn.

Consciously choose

what you

bring to class...



Academic Benefits

‘Foreign language lessons…particularly immersion…improve academic performance later on..and can help students…prepare for a more globalized economy’


Academic Benefits

Skills gained during language acquisition transfer to all languages a person will learn



By 1st and 2nd grade, children who entered as preschoolers can understand academic language and read and write in both languages as well.

Direct quote



In Immersion programs children develop literacy in the Immersion language, then develop a complete understanding of the language.


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