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The second language learning process doesn’t always make logical sense to those who haven’t experienced it. It is important to remember that the length of time it takes to learn a second language and the degree of difficulty of that process for anyone are dependent on a wide variety of factors.

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The second language learning process doesn’t always make logical sense to those who haven’t experienced it.


It is important to remember that the length of time it takes to learn a second language and the degree of difficulty of that process for anyone are dependent on a wide variety of factors.


Some of the factors like race ethnicity and socio economic status are conditional in nature

Some of the factors like race/ethnicity and to learn a second language and the degree of difficulty of that process for anyone are dependent on a wide variety of factors.socio-economic status are conditional in nature.

Others like prior educational experiences and the literacy level of parents in their first language can also impact the process greatly.


Regardless of these, simple logic would seem to lead many monolingual people to believe that the more time I am immersed in learning a second language, the better and faster I’m going to achieve that goal.“

IN OTHER WORDS:

“Doesn’t it just make sense that the earlier and more intensively children are placed in all-English instruction at school the better their English achievement will eventually be?”


The reality couldn t be more counterintuitive

The reality couldn’t be more “counterintuitive”. monolingual people to believe that the more time I am immersed in learning a second language, the better and faster I’m going to achieve that goal.“

It is incredibly important when thinking about second language learning to remember that our “common sense” or “intuition” can be wrong.


Perhaps the most important thing to keep in mind is that an individual’s background in their first language has the most impact on how fast they will learn a second language.

In other words, the better they speak, read, write and listen in their first language, the better and faster they will learn their second language.


But the key is understanding how and why that is true

But the key is individual’s background in their first language has the most impact on how fast they will learn a second language.understanding how and why that is true. . . .

And that’s where we’ll begin.


Sequence story

Sequence Story individual’s background in their first language has the most impact on how fast they will learn a second language.

Sequence

Story


Seven volunteers

1. individual’s background in their first language has the most impact on how fast they will learn a second language.

Seven “Volunteers”


All you have to do is listen to the story and continue it when it s your turn

A sequence story is simply a spoken story told by a variety of people, one right after the other.

ALL YOU HAVE TO DO IS LISTEN TO THE STORY AND CONTINUE IT WHEN IT’S YOUR TURN.


I will orchestrate the story

When I raise my hand and point to you, you speak. of people, one right after the other.

When I pull my arm down, you stop.

I WILL ORCHESTRATE THE STORY


All you need to do is listen intently and follow my directions

When I point to someone else, he/she picks up the story exactly where it was left off.

ALL YOU NEED TO DO IS LISTEN INTENTLY AND FOLLOW MY DIRECTIONS.


About our story
About our story. . . exactly where it was left off.

A setting, two characters and a conflict

A husband and wife named Johnny and Sally

At the Mall

Sally drags Johnny to the mall to shop when he’d rather be home watching a pivotal basketball playoff game.


Let s begin
LET’S BEGIN…………. exactly where it was left off.


First, let’s look at the story itself. exactly where it was left off.

We’ll look at the emotions involved in a minute.


Compare

What happened to the story as we moved from the first telling to the second and then the third? Be as specific as you can.

COMPARE


How did it feel

STORYTELLERS: How did it feel as we moved from the first telling to the second and then the third?

Be as specific as you can.

How did it feel?


Listeners
Listeners --- telling to the second and then the third?

  • What was going on emotionally for those of you listening to the story?

  • As the process got harder, what were you feeling?

  • What role did effort play in the telling?

  • How much longer would it have taken for the process to lose its humor and become tedious?


Associative telling to the second and then the third?

vs.

Cognitive


Storytellers which version of the process would you choose to use the first the second or the third

Storytellers: Which version of the process would you choose to use, the first, the second or the third?

WHY?


What did the facilitator do wrong? How could the facilitator have aided the storytellers? What specific strategies could have been used to make this cognitive process as associative as possible? Who had the power to make the storytellers more successful? If the modification doesn’t happen, could the storytellers have succeeded?


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