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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

Darcy Rogers


Taught

TAUGHT

vs

LEARNED /

ACQUIRED


How did we learn our first language
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
Environment is focused on:

Kinesthetic

Communicative

Positive

Immersion

**simulating How we actually

ACQUIREDa language


The comprehension hypothesis the centerpiece of the theory
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
Making meaning

S -> E -> M

S -> M


Complaints about comprehensible input methods
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



Output hypothesis merrill swain
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
Traditional progression 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.


Acquisition progression
Acquisition progression 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.


Change the structure
Change the 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. STRUCTURE

PHySicAL SpAce

Tools needed to communicate:

-expressions

-key phrases


M 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.


At beginning levels
At beginning levels 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.

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
Advanced levels (III/IV) 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.

  • 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 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. ‘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.


TEACHER AS COACH 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.

STUDENTS AS WORKERS

*Teachers are merelyguideswholeadstudentsdownthepathoflanguagelearning, andenablethemtobecometeachersofothers.

*Teachersprovidetheenvironmentwheretruelanguageacquisitionhappens.


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


Spanish I – NM 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.

Spanish II – NH

Spanish III – IL

Spanish IV – IM


ACTFL Level Expected 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. OLA Students

  • Spanish I NM NM / NH

  • Spanish II NH NH / IL

  • Spanish III IL IL / IM

  • Spanish IV IM IM / IH


Actfl levels by method
ACTFL levels by Method 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.

Communicative (Interactive activities, textbook english by teacher)  


Actfl levels by method1
ACTFL levels by Method 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.

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


Crossing thresholds
Crossing thresholds 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.

Novice to Intermediate

Intermediate to Advanced


Success is dependent on 2 factors
Success is dependent on 2 factors: 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.

FULL PARTICIPATION

SPANISH IMMERSION


Responsibility of learner
Responsibility of learner 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.

  • 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 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.

charge of the quantity

of Spanish you learn.

Consciously choose

what you

bring to class...

NOTE:


Culture
Culture 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.


Academic benefits
Academic Benefits 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.

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

-Morton


Academic benefits1
Academic Benefits 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.

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

-Chen


Advantages
Advantages 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.

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

(Soderman)


Advantages1
Advantages 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.

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

Chen


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