UNIT 5. AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS. LANGUAGE ACQUISITION RESEARCH. UNIT 5 – 1.- REASONS TO SUPORT MOTHER TONGUE. Develop personal identity. It is vital to the maintenance of our cultural heritage.
AN ADDITIVE APPROACH TO PLANNING
IN PLURILINGUAL CLASSROOMS.
LANGUAGE ACQUISITION RESEARCH
- Ability to distinguish shapes and sounds.
- Knowledge that written symbols correspond to sounds and can be decoded in order and direction.
- Activation of semantic and syntactic knowledge.
- Knowledge of text structure.
- Learning to use cues to predict meaning.
- Awareness of the variety of purposes for reading and writing.
- Confidence in oneself as a reader and writer.
- Critical and Cultural literacy, for example in order to make interpretations of a text given a specific cultural world view.
- Conversational fluency: social language, ability to converse and understand everyday discussions.
- Includes “Silent Period”
- Lasts 1 – 3 years
- Early production: 1000 words (0-1 year)
- Speech Emergence: 3000 words (1-2 years)
- Academic proficiency: “school” language, ability to read, write, speak and listen at an academic level
- Intermediate fluency: 6000 words (1-5 years)
- Advanced and continuing language development: 7000 words+ (5-7 and even 10 years)
- The interference or negative transfer: speakers and writers transfer items and structures that are not the same in both languages.
- False friends.
- Use of auxiliaries for the negation and question.
Ex; I not want to go, I not want go/I don’t want to go
Ex; want you? Do you want?
- The third person singular
Ex; she not goes, she not go, /she doesn’t go
- The use of Indirect personal pronouns as subject pronouns.
Ex¸Me no like
- Children’s language development results from the interaction between the learner and language environment, assisted by innate cognitive processes.
- Adults tend to address young children using modified input.
- ESL learners need interaction with proficient speakers of English; they need modified or comprehensible input to make sense of the language. - Learners need background knowledge in the subject area to relate to the context and the language level of the lesson must not be too far above the learner’s current level
- Learners then need to be given opportunities to produce meaningful output and receive feedback