Key Points Chapter Four Shrum and Glisan

1. Key Points Chapter FourShrum and Glisan Special Methods of Instruction I Summer 2012 GRAD 210 Dr. Bowles, Instructor

2. Why learn another language early? • Provides • increased time for learning • opportunity to attain a functional level of proficiency

3. Optimal Age Critical Period Hypothesis: Lenneberg, 1967 • Between age 2 and puberty • Acquisition is predisposed due to brain malleability and unicameral nature of brain • Associative memory is stronger • Brain capacity is greater • Pronunciation and accent are more native-like • Higher level of competence in syntax, morphology, and grammar

4. Optimal Age • Windows of Opportunity Hypothesis: Schacter, 1996 • Syntax/Grammar: • accuracy acquired up to age 15 • Language Proficiency: • Younger learners may reach higher levels of functional proficiency • Rate of Language Acquisition: • Adults have great advantage, but may be short-lived

5. Benefits • Enhanced ability to engage in problem solving • Earlier reading skills • Higher scores on standardized tests and test of basic skills in English and math • Positively impact reading comprehension and vocab on standardized tests • More openness to other cultures • Increased literacy skills including guessing, predicting, hypothesizing, and sharing • More positive attitudes to school • Increased beliefs in ability to learn another language • Greater motivation for learning another language • Great self-confidence

6. The Elementary School Learner • Preschool (2-4) • Absorb languages effortlessly • Imitate speech sounds well • Self-centered • Short attention span • Need concrete experiencesand large motor skill activities • Benefit from tongue twisters and rhymes

7. The Elementary School Learner • Primary (5-7) • Concrete experiences • Immediate goals • Imaginative stories and dramatic play • Learn through oral language • Short attention span • Need structure and routines

8. The Elementary School Learner • Intermediate students (8-10) • Open to people of other cultures • Benefit from global emphasis • Understand cause and effect • Work well in groups • Learn well from binary opposites • Enjoy peer editing and scoring activities

9. The Elementary School Learner • Early adolescent (11-14) • Most dramatic developmental changes • Need to assert independence • Need to develop own self-image • Need to be a part of a peer group • Benefit from positive relationships and self-image • Like to engage with subjects of interest to themselves • Like content-based units • Enjoy learning experiences with a strong affective component

10. Key Points Chapter ThreeThe Elementary School Learner Glisan • The mythic stage (4-10) • Make sense of the world through emotional categories • Desire to “feel” about what they are learning • Need for unambiguous meaning

11. Program Models • Range from language-focused to content-focused • Foreign Language in Elementary School (FLES)(traditional term) refers to programs taught 3-5 times per week for 20-60 minutes • Foreign Language Exploratory Programs (FLEX) introduces middle schoolers to one or several languages and cultures. • Immersion programs teach academic content in the foreign language

12. Program Models • Sheltered instruction (SI) • Making content comprehensible for ELLs • SIOP: Sheltered Instruction Observation Protocol • Guides preparation, instruction, and assessment • SDAIE: Specially Designed Academic Instruction in English • Focuses on content knowledge specific vocabulary

13. Program Models • Dual-language: • Teaches literacy and content in two languages • Immersion: • Total immersion • Two-way immersion • Partial immersion • Media-based learning: • Videotape • CDs • Computers • Distance learning: Occurs via interactive television

14. Strategies for Elementary Learners • Plan thematically • Makes instruction more comprehensible • Focus on use of language to achieve goal • Provides a rich context for SBI • Offers a natural setting for task-based organization and narrative structure • Involves Ss in real language use in a variety of settings • Uses complex thinking and sophisticated language use • Avoids use of isolated exercises • Connects content, language, and culture goals to a “big idea”

15. Content-based instruction • Consider nature of subject-content tasks • Consider target language abilities needed • Consider language needed • Content-obligatory: language needed to teach subject area concepts • Content-compatible: language integrated into curriculum • Use Cummins’ classification system to support language and content instruction • Context embedded or reduced? • Cognitively demanding or not?

16. Support for student learning • Graphic organizers: • Semantic maps • Venn diagrams • Vocab acquisition: • Binding • TPR • Reading and Writing • Interpretive listening (Oller) • Language Experience Approach (presentational)

17. Support for student learning • Cooperative learning: (interpersonal) • Use paired interviews • Information gap activities • Jigsaw activities • Surveys Give students roles • Encourager Timekeeper Recorder Reporter

18. Support for student learning • Presentational speaking • Skits • Role play • Songs • Learning through culture • Products • Practices • Contextualized performance assessment • Suit the characteristics of your learners • Assess the abilities appropriate for your learners • Allow learners to show their best performance • Engage learners intellectually