Child is still in the process.Adult is more planted
WHILE TEACHING A SECOND LANGUAGE THETEACHER SHOULD TAKE THE FOLLOWING INTOCONSIDERATION: When students should be corrected How planned and structured should the activity be How much should be explained, and how should thestudent be treated
SELF-CONFIDENCE“I can do it!” principle orself-esteem principle
DEFINITION It is a personal judgment of worthiness that is expressedin the attitudes that individuals hold toward themselves
WHAT DOES IT MEAN? Learners belief that they indeed are fully capable ofaccomplishing a task is at least partially a factor intheir eventual success in attaining the task.
PEOPLE DERIVE THEIR SELF-ESTEEM FROM: Accumulation of experiences
Assessments of the external world around them
THREE GENERAL LEVELS OF SELF-ESTEEM General or global self-steam Situational or specific self-steam Task self-esteemAll three levels of self-esteem correlated positively withperformance on the oral production measure
GENERAL OR GLOBAL SELF-STEAM Stable in a mature adult. It is the general or prevailing assessment onemakes of one’s own worth over time and across anumber of situations
SITUATIONAL OR SPECIFIC SELF-STEAM One’s self-appraisals in particular live situations or oncertainly relatively discretely defined traits. Might encompass second language acquisition in general
TASK SELF-ESTEEM Relates to particular task within specific situations Might appropriately refer to one’s self-evaluation ofa particular aspect of the process.
Self-esteem appeared to be an important variable insecond language acquisition, particular in view of cross-cultural factors of second language learning.
COGNITIVE AND AFFECTIVE FACTORS Motivation Personality Intergroup climate Two levels of self-confidence
Does high self-esteem cause language success, ordoes language success cause high self-esteem?
IMMEDIATE CLASSROOM APPLICATIONS Give ample verbal and nonverbal assurance tostudents Sequence techniques from easier to more difficultIt sustains self-confidence where italready exist and build it where it doesn’t.Students then can establish a sense ofaccomplishment that catapults them tothe next more difficult step.
Create situations where students cannot fail. Set realistic expectations. Work to build studentself-esteem on a daily basis. Keep things interesting. Little changes in dailyroutines can make classroom activities more fun. Make positive statements instead of negative ones.Find ways to give criticism in a positive manner.HOW CAN YOU BUILD SELF-ESTEEM IN YOURSTUDENTS?
Build on successes whether they are large or small.No matter the size, celebrate success as it happens. Maintain a record of successful activities. Take self-esteem lessons outside the classroom andinto the home. Encourageparents, grandparents, caregivers and guardians tocontinue the same strategies while the child is withthem.
Chain of Talents Compliments Drawing your self Making a commercial My Best ReinforcementACTIVITIES WE CAN USE TO INCREASE SELF-ESTEEM
To create a climate of acceptance that will stimulate self-confidence.
Risk-taking variation seems to be a factor in a number ofissues in second language acquisition and pedagogy.
The silent student in the classroom is one who is unwillingto appear foolish when mistakes are made.
A person with high global self-esteem is not daunted by thepossible consequences of being laughed at.
Our problem as teachers will be to encourage students
CULTURE AND LANGUAGE CONNECTIONPrinciple:Second Language
COMPLEX INTERCONNECTION OF LANGUAGEAND CULTURE
Keeping voice down in public// Speaking aloudbargaining with street vendorsslangBeing respectfulBeing on timeShowing affection in publicto bow /shaking hands when meet someonenot to tipto point with your hand at peoplenot kissing in public
CLASSROOM APPLICATIONS INCLUDE THEFOLLOWING: Cross-cultural DifferencesNo Culture is "better" than another Techniques activities/materialsconnection Language -- Culture Cultural Connotationssociolinguistic aspects, of language 4 culturally OffensiveSpeakingStoriescharts
CULTURAL CONNOTATIONSDepending on the context, the connotation of a word choice canchange the meaning of a sentence considerably.Childlike, Youthful, Childish, Young *someone is immature.Talkative, Conversational, Chatty, Nosy *someone asks too manyquestions.The word "snake" simple denotes a reptile. *someone who cannot be trusted.“ Chapa” policeman“lana” ; “cusqui” ; “plata” …………………………?guagua, pelado, chamo …………………………?
2ND ASPECT LCCAcculturation is a process in which membersof one cultural group adopt the beliefs andbehaviors of another group.Although acculturation is usually in thedirection of a minority group adoptinghabits and language patterns of thedominant group, acculturation can bereciprocal--that is, the dominant group alsoadopts patterns typical of the minoritygroup.SpanglishOKByeChachaiAtatai
In many second language learningcontexts, students are faced with therealities of adapting to life in a foreigncountry.Especially in “second ”languagelearning contexts, the success withwich learners adapt to a new culturalmilieu will affect their languageacquisition success, and viceversa, insome possibly significant waysMilieu-entorno, medioclose,kleuzclothes,kleuezbird,beard
CLASSROOMHOW TO HELP BOYS?1. Help students to be aware ofacculturation and its stages2. Stress the importance of thesecond language as apowerful tool for adjustment inthe new culture.3. Be, especially sensitive to anystudents who appear to bediscouraged, then do whatyou can to assist them.Aware-concienteDiscouraged-desanimadoHolidaysTheir livesAbout yourcountryMilkBathroomTo eat
QUESTIONS??? Whenever you teach a language, What also youteach? Write 5 words of cultural connotations? What is Acculturation ? Why is important like a second language "Cultureand Language Connection"?
DIFFERENTS PROBLEMS THAT HAVE THE STUDENT Think about the health and welfare of your childAs a first step, consider factors such as physical health, emotional problems orany other challenge you are facing. For example, learning disabilities sometimesmay be the result of:Problems with vision, hearing or healthSleeplessnessAnxiety or excessive worryStressful situations at school, and peer bullying (in Englishbullying)Stressful family situations such as serious illness, death or divorceIf your child has not had a physical examination recently, would be a good idea to makean appointmentfor a complete checkup to rule out any health problems. For those who are learning English, learn it while they are studying academiccontent, such as science or social studies, represents a very difficult mental work,so it is not unusual that sometimes have difficulty in learning these subjects.
THERE ARE THREE TYPES OF CONDITIONS THAT CANLEAD TO ENGLISH LEARNERS WITH LEARNINGDIFFICULTIESType 1: Learning difficulties resulting from the learning environment. byexample, English language learners may not have access to effectiveeducationof that language. Or maybe teaching in the classroom for granted certainlife experiencesor cultural knowledge that students do not have.Type 2: A learning disability that can be solved in the classroom ifidentified immediately and the student teaching when the student getsnot get immediate help, the learning problem can get worse andconfused with a learning disability (see type 3 below).Type 3: A learning disability is not caused by the environmentlearning. Perhaps your child has a learning disability (LD) that makes it hardunderstand, remember and use the knowledge and skills that are taught.
Teaching by PrinciplesChpter 4Pag 64-65http://www.ingles.co.cr/noticias/estrategias_tecnicas_estudiantes_exitosos.html