Download

L1 in L2 Teaching and Learning






Advertisement
/ 103 []
Download Presentation
Comments
floria
From:
|  
(1114) |   (0) |   (0)
Views: 178 | Added:
Rate Presentation: 0 0
Description:
L1 in L2 Teaching and Learning. LESLLA Koeln , Germany Dr. Heide Spruck Wrigley Literacywork International. LESLLA in Koeln. Not just about learning English Although expectations persist that everyone speak English .. Or . Framing Considerations . Presentation Informed by .
L1 in L2 Teaching and Learning

An Image/Link below is provided (as is) to

Download Policy: Content on the Website is provided to you AS IS for your information and personal use only and may not be sold or licensed nor shared on other sites. SlideServe reserves the right to change this policy at anytime. While downloading, If for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.











- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -




L1 in l2 teaching and learningSlide 1

L1 in L2 Teaching and Learning

LESLLA

Koeln, Germany

Dr. Heide Spruck Wrigley

Literacywork International

Leslla in koelnSlide 2

LESLLA in Koeln

Not just about learning English

Although expectations persist that everyone speak English .. Or

Framing considerationsSlide 4

Framing Considerations

Presentation informed bySlide 5

Presentation Informed by

  • Teacher training on US-Mexico border

  • National studies on ESL - L1 use in L2

  • Dpt of Labor – Language and Literacy in US and Mexico

  • Technical Assistance on dual language program designs

  • Project on mediated self-access to technology

  • National Academy of Sciences – Adult Lit and Cognition

  • Life and work consists of moving across and between languages

Associations and connectionsSlide 7

Associations and Connections

Cognitive sciences shows that the brain learns through associations of ideas and concepts previously learned

Brain makes assocations betweenSlide 8

Brain Makes Assocations Between

  • Prior knowledge and current knowledge

  • Multiple sources of input (text, visual, auditory)

  • Different kinds of texts

  • Previous experiences and new experiences

  • Oral and written language

  • L1 and L2 systems

    These connections deepen learning and information retrieval becomes more effective

Connecting fish storiesSlide 9

Connecting Fish Stories

Teacher can preview anectode in L1 or in the target language

A typical conversation with my momSlide 10

A Typical Conversation with my Mom

http://www.youtube.com/watch?v=XmecyCCdknk

Using l1 to facilitate comprehensionSlide 11

Using L1 to Facilitate Comprehension

  • Teacher offers preview of video in L1

  • Students predict what words they might hear (L1 and L2)

  • Teacher focuses students on a few key phrases (I don’t like fish; it’s good for you) – T allows student to translate

  • Students watch and listen – focus on key words of the video

  • Students work in pairs to retell story – using stick figures as part of a story board. Students may use L1 as they discuss the story – but try to recreate dialogue in English

  • Teachers work with students to recreate story in English, using story boards (Language Experience)

Research in cognition and l1 l2Slide 12

Research in Cognition and L1/L2

Research in cognition and l1 l21Slide 13

Research in Cognition and L1/L2

  • Both L1 and L2 systems are active in the brain

    • L2 learners are mental jugglers

    • There is no switching off L1

    • Translation continues even with advanced proficiency

  • Cummins: Underlying Common Proficiency

    • Linguistic knowledge from L1 system transfers to L2

    • Both as interference and as source of knowledge

    • “The more you know, the more you know”

See references

The what works studySlide 14

The What Works Study

  • Examined “learning opportunities” and instructional practices that promote English acquisition for LESLLA learners (Condelli and Wrigley, 2009)

  • Showed that the “judicious” use of the native language positively influences second language development (ESL) of LESLLA learners

  • Found that learners in programs where L1 was used judiciously had higher English scores than learners in classes where only English was used

Does multi lingualism make you smarterSlide 15

Does Multi-lingualism Make You Smarter?

  • Bilingual children score higher on cognitive tests

    • Able to ignore irrelevant information

    • Better able to switch between tasks

  • Bilingualism protects against dementia (less precipitous decline on tasks that demand “executive function”) -

Judith Kroll – see references

Socio political contextsSlide 16

Socio-Political Contexts

Language attitudes and ideologiesSlide 17

Language Attitudes and Ideologies

  • Most of the world operates in bi-or multi-lingual contexts

  • Where mono-linguals predominate –Encouragment and use of L1 issue becomes emotional and contentious

    • Fear of separatism

    • L2 or L1 – seen as a zero sum game

    • Lack of understanding of SLA: Why can’t they just …

    • Native languages are commonly used in L2 learning by students or bilingual teachers – and definitely by the brain

      • Skeleton in the closet

Stealth teachingSlide 18

Stealth Teaching

Assumptions about languageSlide 19

Assumptions about Language

Assumption that l2 literacy is the only literacy that countsSlide 21

Assumption that L2 Literacy is the Only Literacy that Counts

ResurgenceSlide 23

Resurgence

Heritage languagesSlide 24

Heritage Languages

  • Resurgence of Catalan and Basque

  • Celtic languages

    • Wales – public notices and such

Lost in translationSlide 25

Lost in Translation

Increased attention to l1 and l2Slide 26

Increased Attention to L1 and L2

  • Studies in the bilingual brain (imaging)

  • Understanding of the economic value

    • Higher earnings

  • L2 literacy not the only literacy that counts

  • Professionalism in Bilingual Contexts

    • Health care workers

    • Mechanics

    • Construction

RationaleSlide 27

Rationale

Practical applicationsSlide 30

Practical Applications

The dilemmaSlide 31

The Dilemma

Bilingual aidesSlide 32

Bilingual Aides

Refugee Programs in Australia

Women’s Refugee Alliance

Intake and Assessment

  • Someone who looks like me

    Focus Groups and Discussions

  • Issue of voice

    Bilingual Aides as Liaisons and Advocates

L1 in l2 classroomSlide 33

L1 in L2 Classroom

Multiple ways of using l1Slide 34

Multiple Ways of Using L1

  • Welcoming Team

  • Making L1 and L2 interaction explicit

    • Contrastive analysis of writing systems

  • Print awareness and curiosity

    • Signs, labels

  • Peer to peer interaction

    • Retelling

    • Problem Solving Scenarios

    • L1 coaching (names, holidays, recognition)

Problem solving scenariosSlide 35

Problem-solving Scenarios

Example: The Rich Immigrant

The following slide presentation can be used with or without text or sound. We recommend the teacher preview the story orally in L1 or L2 and then tell the story using the slides without print to start. Students then retell the story based on the slides. On the second round, the class reads the story together. Students may also listen to the story independently using the audio slides.

The rich immigrantSlide 36

The Rich Immigrant

  • Story without text

  • Story with text

  • Story without text with narration

  • Story with text and narration

Return to Beginning

The rich immigrant1Slide 37

The Rich Immigrant

WITHOUT TEXT

Return to Beginning

L1 in l2 teaching and learningSlide 38

Return to Beginning

L1 in l2 teaching and learningSlide 39

Return to Beginning

L1 in l2 teaching and learningSlide 40

Return to Beginning

L1 in l2 teaching and learningSlide 41

Return to Beginning

L1 in l2 teaching and learningSlide 42

Return to Beginning

L1 in l2 teaching and learningSlide 43

Return to Beginning

L1 in l2 teaching and learningSlide 44

Return to Beginning

L1 in l2 teaching and learningSlide 45

Return to Beginning

L1 in l2 teaching and learningSlide 46

Return to Beginning

L1 in l2 teaching and learningSlide 47

Return to Beginning

L1 in l2 teaching and learningSlide 48

Return to Beginning

L1 in l2 teaching and learningSlide 49

Return to Beginning

The rich immigrant2Slide 50

The Rich Immigrant

WITH TEXT

Return to Beginning

L1 in l2 teaching and learningSlide 51

1. This is a story about Abel. Abel lives in the United States. He is an immigrant from Ethiopia.

Return to Beginning

L1 in l2 teaching and learningSlide 52

2. Abel has a job. He drives a taxi in Washington, DC. He is not rich, but he makes enough money to pay for necessities.

Return to Beginning

L1 in l2 teaching and learningSlide 53

3. Abel lives in an apartment with running hot and cold water, a TV and a new refrigerator. Abel has a family: a wife, two children, and a brother. He helps support his brother because the brother is out of work.

Return to Beginning

L1 in l2 teaching and learningSlide 54

4. Abel is from a poor village in Ethiopia. The village is very small. Abel's family has food to eat but not much else. They do not have running water, a television or a refrigerator. Most people in the village do not have jobs, but they do have electricity.

Return to Beginning

L1 in l2 teaching and learningSlide 55

5. When Abel comes to visit, he brings presents for all the people in his family. They are happy for his gifts, but they think he should bring more: a TV, a radio, blue jeans, and tennis shoes.

Return to Beginning

L1 in l2 teaching and learningSlide 56

6. People in his family think Abel is a rich man because he lives in an apartment, has a car, and has a job.

Return to Beginning

L1 in l2 teaching and learningSlide 57

7. The other people in the village are also poor. There is a tradition in the village: when an immigrant comes back to visit, he brings presents for all the families in the village.

Return to Beginning

L1 in l2 teaching and learningSlide 58

8. Abel doesn't know what to do. If he goes home, he must bring presents. Presents for his family are expensive. Presents for the whole village are very expensive. He can't afford to buy so many presents.

Return to Beginning

L1 in l2 teaching and learningSlide 59

9. Abel knows that if he does not bring presents for the whole village, some people will say bad things to his parents. They will say, "Your son is a bad son. He lives in America. He is rich. He should bring presents for all of us."

Return to Beginning

L1 in l2 teaching and learningSlide 60

10. Abel wants his family back home to be happy. But he needs money just to pay the rent. His children would like bicycles and his wife needs a new winter coat.

Return to Beginning

L1 in l2 teaching and learningSlide 61

11. Abel misses his parents. He wants to fly back to his village in December. The flight will be very expensive and he can't afford a lot of presents.

Return to Beginning

L1 in l2 teaching and learningSlide 62

12. If he doesn't fly back, his parents will be sad. If he flies back and does not bring many presents, the villagers will say he's a bad son. If he uses a credit card to charge a lot of presents, his family will suffer. He doesn't know what to do.

Return to Beginning

The rich immigrant3Slide 63

The Rich Immigrant

WITHOUT TEXT | WITH NARRATION

Return to Beginning

L1 in l2 teaching and learningSlide 64

Return to Beginning

L1 in l2 teaching and learningSlide 65

Return to Beginning

L1 in l2 teaching and learningSlide 66

Return to Beginning

L1 in l2 teaching and learningSlide 67

Return to Beginning

L1 in l2 teaching and learningSlide 68

Return to Beginning

L1 in l2 teaching and learningSlide 69

Return to Beginning

L1 in l2 teaching and learningSlide 70

Return to Beginning

L1 in l2 teaching and learningSlide 71

Return to Beginning

L1 in l2 teaching and learningSlide 72

Return to Beginning

L1 in l2 teaching and learningSlide 73

Return to Beginning

L1 in l2 teaching and learningSlide 74

Return to Beginning

L1 in l2 teaching and learningSlide 75

Return to Beginning

The rich immigrant4Slide 76

The Rich Immigrant

WITH TEXT | WITH NARRATION

Return to Beginning

L1 in l2 teaching and learningSlide 77

1. This is a story about Abel. Abel lives in the United States. He is an immigrant from Ethiopia.

L1 in l2 teaching and learningSlide 78

2. Abel has a job. He drives a taxi in Washington, DC. He is not rich, but he makes enough money to pay for necessities.

L1 in l2 teaching and learningSlide 79

3. Abel lives in an apartment with running hot and cold water, a TV and a new refrigerator. Abel has a family: a wife, two children, and a brother. He helps support his brother because the brother is out of work.

L1 in l2 teaching and learningSlide 80

4. Abel is from a poor village in Ethiopia. The village is very small. Abel's family has food to eat but not much else. They do not have running water, a television or a refrigerator. Most people in the village do not have jobs, but they do have electricity.

Return to Beginning

L1 in l2 teaching and learningSlide 81

5. When Abel comes to visit, he brings presents for all the people in his family. They are happy for his gifts, but they think he should bring more: a TV, a radio, blue jeans, and tennis shoes.

Return to Beginning

L1 in l2 teaching and learningSlide 82

6. People in his family think Abel is a rich man because he lives in an apartment, has a car, and has a job.

Return to Beginning

L1 in l2 teaching and learningSlide 83

7. The other people in the village are also poor. There is a tradition in the village: when an immigrant comes back to visit, he brings presents for all the families in the village.

Return to Beginning

L1 in l2 teaching and learningSlide 84

8. Abel doesn't know what to do. If he goes home, he must bring presents. Presents for his family are expensive. Presents for the whole village are very expensive. He can't afford to buy so many presents.

Return to Beginning

L1 in l2 teaching and learningSlide 85

9. Abel knows that if he does not bring presents for the whole village, some people will say bad things to his parents. They will say, "Your son is a bad son. He lives in America. He is rich. He should bring presents for all of us."

Return to Beginning

L1 in l2 teaching and learningSlide 86

10. Abel wants his family back home to be happy. But he needs money just to pay the rent. His children would like bicycles and his wife needs a new winter coat.

Return to Beginning

L1 in l2 teaching and learningSlide 87

11. Abel misses his parents. He wants to fly back to his village in December. The flight will be very expensive and he can't afford a lot of presents.

Return to Beginning

L1 in l2 teaching and learningSlide 88

12. If he doesn't fly back, his parents will be sad. If he flies back and does not bring many presents, the villagers will say he's a bad son. If he uses a credit card to charge a lot of presents, his family will suffer. He doesn't know what to do.

Return to Beginning

L1 in bilingual contextsSlide 89

L1 in Bilingual Contexts

Programmatic strategySlide 90

Programmatic Strategy

  • Build dual language competence – Low Literate adults

    • Spanish Medical Terminology plus English for Heatlh

    • IT – Green construction – Electricians – Pathway to Certificate

Validating experienceSlide 91

Validating Experience

Lila Downs: Medley: Pastures of Plenty/This Land is Your Land

Amazon

Sample

Teachers and students share the same languageSlide 92

Teachers and Students Share the Same Language

Using l1 purposefully judiciously strategicallySlide 93

Using L1 Purposefully, Judiciously, Strategically

  • Preview in L1 to build schema

  • Review to focus on what’s been learned

  • Minimize continuous translation

    • slow down – simplify language –

    • say it a nother way - Act it out – draw it

  • get students on your side (shrimp)

  • Allow students to communicate non-verbally

Resources for teachersSlide 94

Resources for Teachers

Literacywork comSlide 95

Literacywork.com

Challenge for lesllaSlide 96

Challenge for LESLLA

Acknowledge and break down attitudinal barriers

Further explore L1 in L2

Examine and document

Create student profiles

Further explore l1 in l2 contextsSlide 97

Further Explore L1 in L2 Contexts

  • Explore the difference that teaching and learning in the native language can make

    • In bilingual learning contexts

      • Teachers and learners share the same language

      • Learners share a common language

    • In multilingual contexts

      • Some students share the same language

      • The teacher and the students do not share a common language

  • Develop teaching practices and learning strategies that take advantage of the L1 and L2 connections that the bilingual brain makes

What happens when we talk about l1Slide 98

What Happens When We Talk about L1?

We might as well be wearing ear rings that say …..

ReferencesSlide 100

References:

  • Condelli, L. and Wrigley, Heide Spruck (2009) What Works Study: Instruction, Literacy and language learning for Adult ESL Literacy Students. In S. Reder and J. Bynner (Eds.).Tracking Adult Literacy and Numeracy Skills: Findings from Longitudinal Research. London & New York: Routledge.

  • Cummins, J (2001) Empowering Language Minority Students: A Framework for Intervention. Harvard Educational Publishing Group. Vol. 71, Number 4/Winter 2001

  • Kroll, J. (2010) Cognitive Neuroscience Approaches to Late Second Language Literacy; Presentation to the National Academy of Sciences Panel on Foundations and Applications to Adolescent and Adult Literacy

  • Kroll, J. F. (2008). Juggling two languages in one mind. Psychological Science Agenda, American Psychological Association, 22.

  • Lesaux, N., Koda, K., Siegel, L. S., & Shanahan, T. (2006). Development of literacy. In

    D. August & T. Shanahan (Eds.), Developing literacy in second-language learners:

    Report of the National Literacy Panel on language-minority children and youth (pp.

    75-122). Mahwah, NJ: Erlbaum. –

References 2Slide 101

References (2)

  • Kroll, J. (2010) Cognitive Neuroscience Approaches to Late Second Language Literacy; Presentation to the National Academy of Sciences Panel on Foundations and Applications to Adolescent and Adult Literacy

  • Kroll, J. F. (2008). Juggling two languages in one mind. Psychological Science Agenda, American Psychological Association, 22.

  • Lukes, M.M. (2009). ‘We thought they had forgotten us’: Research, policy, and practice in the education of Latino immigrant adults. Journal of Latinos and Education, 8, 2, 161-172.

  • K. Rivera & A. Huerta-Macias (Eds.) – ( 2008) Adult biliteracy: Socio-cultural and programmatic responses . New York, NY: Laurence Erlbaum Associates.

  • Rivera, K. (1999).Native language literacy and adult ESL instruction. ERIC Digest.

  • Washington, DC: National Center for ESL Literacy Education

References 3Slide 102

References (3)

  • Lesaux, N., Koda, K., Siegel, L. S., & Shanahan, T. (2006). Development of literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth (pp. 75-122). Mahwah, NJ: Erlbaum.

  • Wrigley, H. S. (2003). What works for adult ESL students? Focus on Basics, 6(C). Retrieved March 2, 2006, from www.ncsall.net/?id=189

Heide@literacywork comSlide 103

Heide@literacywork.com


Copyright © 2014 SlideServe. All rights reserved | Powered By DigitalOfficePro