SLA Theories and FL Teaching: (Dis)Connections. February 2006 Virginia M. Scott Vanderbilt University Copyright by Virginia M. Scott 2006 All Rights Reserved. Goals of the workshop. To question our individual notions about second language acquisition (SLA).
Related searches for SLA Theories and FL Teaching: DisConnections
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Virginia M. Scott
Copyright by Virginia M. Scott 2006
All Rights Reserved
List 2 other questions you have about
students acquire a second language.
We will review several Theories about SLA
After each theory, you will see the following icon:
Write a FL teaching practice that might be linked to this theory.
LANGUAGE ACQUISITION DEVICE
(LAD child L1)
proposes a finite set of fundamental principles that are common to all languages, (a sentence must always have a subject) and a finite set of parameters that determine syntactic variability among languages
COMPETENCE vs. PERFORMANCE
competence = the mental representation of linguistic rules; intuitive
performance = use of grammar comprehension and production
Aspects of the Theory of Syntax (1965)
Canale and Swain (1983)
grammatical: mastery of linguistic code
sociolinguistic: knowledge of social and cultural rules
discourse: ability to connect sentences coherently
strategic: ability to use verbal and non-verbal communication strategies
Principles and Practice in Second Language Acquisition (1981)
The Monitor Model
SOCIAL DEVELOPMENT THEORY
[child L1 acquisition]
Thought and Language(1962)
[discovered in the 1990s]
Pedagogical Psychology Institute of Moscow
You have heard about several SLA theories:
You have written an idea about each theory.
Share your ideas with another participant. List at least 3 FL teaching practices that are linked to these SLA theories.
Four levels for assessing speaking, listening, reading, writing proficiency:
Novice = words, phrases Advanced = paragraphs
Intermediate = sentences Superior = extended discourse
The 5 Cs of FLED
A Collaborative Project of ACTFL, AATF, AATG, AATI, AATSP, ACL, ACTR, CLASS and NCJLT-ATJ
Chinese, Classical languages, French, German, Italian, Japanese, Portuguese, Russian, Spanish
Standard 1: Communication
Communicate in Languages Other Than English
Standard 2: Cultures
Gain Knowledge and Understanding of Other Cultures
Standard 3 - Connections
Connect with Other Disciplines & Acquire Information
Standard 4 - Comparisons
Develop Insight into the Nature of Language & Culture
Standard 5: Communities
Participate in Multilingual Communities at Home & Around the World
The “weave” of curricular elements
Language system * Cultural knowledge * Communication strategies
Critical thinking skills * Learning strategies * Technology
“The Standards (1999) grew out of the Goals 2000: Educate America Act ... and represent an effort to go beyond a limited four-skills view of language education, proposing in the process to change radically current teaching paradigms.[...] Rather than seeing language study as a fundamentally skill-oriented, self-contained enterprise that only tangentially includes culture in terms of practical competencies, the Standards encourage language instruction that focuses on its interdisciplinary implications and ability to influence learners in terms of developing an increased awareness of self and others and in terms of encouraging deep cognitive processing skills”(13).
Jean Marie Schultz. 2001. The Gordian Knot: Language Literature, and Critical Thinking. In SLA and the Literature Classroom, edited by Virginia Scott and Holly Tucker. Boston: MA, Heinle.
You have reviewed guiding principles described in
You have taken a break!
Working with another participant, list at least 5 characteristics of a good FL teacher.
(student-centered discovery learning)
1) Standard / accepted approach:
input developing system output
2) IP approach:
input developing system output
focused practiceWhat about grammar?
Four kinds of IP activities:
[Target structure: ing]
Indicate if you think the statements about your teacher are TRUE or FALSE:
She likes teaching. _____ _____
She likes going to the movies. _____ _____
She does not like hiking. _____ _____
She likes watching TV. _____ _____
She likes grading homework. _____ _____
She likes eating pizza. _____ _____
She does not like giving exams. _____ _____
Mark is …
When I have free time I enjoy
___ watching TV.
___ reading a book.
___ talking to friends.
When I am hungry I prefer
___ going out to a restaurant.
___ cooking dinner at home.
___ getting fast food.
When I go out with my friends we like
___ going to the movie theater.
___ sitting in a bar.
___ dancing in a club.
Get to know a classmate better.
Fill in the blanks below and be prepared to share the information.
Name of partner ____________________
likes eating _______________________________.
loves drinking _____________________________.
enjoys watching ___________________________.
prefers going _____________________________.
hates buying _____________________________.
doesn’t like having _________________________.
Guiding principles for Input Processing approach:
During this workshop we have reviewed theories about SLA, guiding principles regarding FL teaching, and a new approach to teaching grammar.
Spend a moment reflecting on 3 challenges you would like to focus on before the end of this academic year.
“Each act of language opens a small window to a new culture, its history, and its values.”
Janet Swaffar. “The Case for Foreign Language as a Discipline.” MLA Profession 1999: 155-67.
Trompe l’oeilby Ron Francis. Provence, France. (mural on fibreboard) http://users.senet.com.au/~rfrancis/