• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Educ 1817 intro to tesol

Educ 1817 intro to tesol



Introduction to second language acquisition in ESL adults

Introduction to second language acquisition in ESL adults



Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment
  • The copula links another noun or adjective.

Educ 1817 intro to tesol Educ 1817 intro to tesol Presentation Transcript

  • www.nvcc.edu/workfo
  • EDUC 1817: Introduction to TESOL American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College www.nvcc.edu/workfo
  • Overview • TESOL Certificate Program • Language Learning Myths • First (L1) vs. Second (L2) Language Acquisition • ESL Teaching Best Practices • Employment Opportunities and Professional Associations www.nvcc.edu/workfo
  • Prerequisites • High School completion • Non-native English speakers must demonstrate an intermediate level of written and spoken English by one of the following: • • • • Accuplacer: 300+ points TOEFL iBT:81+ points IELTS: 6.0+ Successful completion of ACLI intermediate courses www.nvcc.edu/workfo
  • What Do the Acronyms Mean? • TESOL (tee-soul): Teaching English to Speakers of Other Languages in the U.S., U.K. or abroad. – TESL (te-sul): Teaching English as a Second language in the U.S. or U.K. (English is used to get basic needs met) – TEFL (te-ful): Teaching English as a Foreign Language abroad (English is a subject) www.nvcc.edu/workfo
  • TESOL Certificate Program • NOVA is accredited by the Southern Association of Colleges and Schools Commission on Colleges. • TESOL Certificate Program (120 hours): • Prepares you to teach English as a Second Language. • Qualifies you to teach adults in adult education settings (community programs, proprietary schools, and abroad). • Does NOT provide K-12 nor ESL for academic credit accreditation www.nvcc.edu/workfo
  • 10 Required Courses • • • • Intro to TESOL Assessing English Lesson Planning Teaching Speaking & Listening • Culture as Class Content • Teaching Reading & Writing • Teaching Grammar • Classroom Management • TESOL Practicum (Sat-Sun) • TESOL Review www.nvcc.edu/workfo
  • Electives & Observations • Choose 6 Electives: – – – – – – – Materials Adaptation Teaching Content ESL Realia as Class Content Teaching Entry-Level Students Using Technology Teaching Pronunciation Tutoring Adult ESL Observations - 18 hours www.nvcc.edu/workfo
  • Observing a Class • Begin observations after you have completed 6 or more required classes. – – – – Describe the context + student body Describe the objectives Describe the activities Identify the teaching methodology • Volunteering/Co-teaching is not observing. • Don’t leave observations until the last minute. www.nvcc.edu/workfo
  • Employment Opportunities & Professional Associations • • • • • Community Colleges/Non Credit ESL Language Schools Adult Ed ESL Programs through the county TESOL: www.tesol.org WATESOL: www.watesol.org www.nvcc.edu/workfo
  • TESOL Certificate Program • Required Textbook: Teaching Adult ESL, Betsy Parrish • Facebook Group: www.facebook.com/groups/TESOLCertificate • Website: www.nvcc.edu/wdce/pwregional/certifications/T ESOLCert.html www.nvcc.edu/workfo
  • Reflection • What helped you learn a foreign language? • Did you figure things out or were you told the answer? • What kind of feedback did your teacher provide? • What was the most effective part of your foreign language experience? www.nvcc.edu/workfo
  • Language Learning Myths • We learn our first (L1) and second (L2) language the same way. • Children learn an L2 more quickly and easily than adults. • The more time we expose students to the L2, the quicker they will learn. • A student’s emotional state can interfere with learning. www.nvcc.edu/workfo
  • Language Learning Myths • All students learn the L2 in a certain order or the same way. • Teachers should be concerned by students who don’t initially speak or write at all. • If students can speak socially, they should also be successful in class. • Literacy in the L1 assists in learning the L2. Judy Haynes, 2002 www.nvcc.edu/workfo
  • Previous Theory of the Stages of Second Language Acquisition • Preproduction: the Silent Period – Student understands 500 words – Takes 3 to 6 months to move to the next stage • Early production: imitation of words or short phrases – Student understands & uses 1,000 words – Takes 6 months to 1 year move to the next stage www.nvcc.edu/workfo
  • Previous Theory of the Stages of Second Language Acquisition • Speech emergence: simple communication – Student understands & uses 3,000 words – Takes 1 to 3 years to move to the next stage • Intermediate fluency: share thoughts and opinions – Student understands & uses 6,000 words – Takes 3 to 5 years to move to the next stage – BICS www.nvcc.edu/workfo
  • Previous Theory of the Stages of Second Language Acquisition • Advanced fluency: students can function close to the level of native speakers – Takes 5 to 7 years to achieve – CALP Krashen & Terrell, 1983 www.nvcc.edu/workfo
  • Current Theory: The U-Shaped Curve of Language Acquisition Correct -ing used for present & progressive -ing used for progressive -ing & present tense used for progressive Lightbown, Spader, & Wallace, 1980 Incorrect Time www.nvcc.edu/workfo
  • Current Theory of the Stages of Second Language Acquisition • • • • • • • • Plural –s Progressive –ing Copula forms of be Auxiliary forms of be Definite & indefinite articles the & a Irregular past tense Third person –s Possessives Girls go. Girls going. Girls are here. Girls are going. The girls go. The girls went. The girl goes. The girl’s book. Cook, 2008 www.nvcc.edu/workfo
  • Learn vs. Acquire Language Action Content Result Learn Grammar Rules Vocabulary Accuracy Acquire Language Forms Interactions Strategies Fluency www.nvcc.edu/workfo
  • We have acquired a language when… • We achieve communicative competence in terms of: – – – – Grammatical Sociolinguistic Discourse Strategic Canale & Swain, 1983 www.nvcc.edu/workfo
  • What is Language? • In pairs/small groups, sort the language examples into these four categories: – – – – Language Forms Social Interactions Language Skills Learning Strategies www.nvcc.edu/workfo
  • L1 vs. L2 Acquisition • First language (L1): – – – – Imitation Intuition of unconscious rules + correctness Experimentation w/o self-consciousness Correction not as necessary www.nvcc.edu/workfo
  • L1 vs. L2 Acquisition • Second language (L2): – – – – – Conscious rule learning + hypothesis testing Little intuition of correctness Fossilization Reluctance in experimentation Correction necessary www.nvcc.edu/workfo
  • Teaching Adult ESL Learners • • • • • • Self Directed Goal Oriented Value Past Experiences Require Instructor as Facilitator/Advisor Look for Results and Feedback Age & Its Effects on Risk Taking www.nvcc.edu/workfo
  • Teaching Heterogeneous Classes • • • • • • Levels Languages Race, Gender, Culture Needs vs. Wants Educational Background & Expectations Learning Styles www.nvcc.edu/workfo
  • Approach vs. Methodology • Approach = a philosophy or generalized concept of teaching. • Methodology = a set of steps or procedures used to implement the approach – Communicative Language Teaching (approach) – Task-based Language Teaching (methodology) www.nvcc.edu/workfo
  • Approaches in ESL • Natural Approach (comprehension production) • Competency-Based Approach (BICS/Survival) • Communicative Language Teaching (fluency accuracy) • Content-Based Instruction (content language) • Participatory Approach (needs/wants inform learning = power) www.nvcc.edu/workfo
  • Approach Methodology Activities Zone of Proximal Development (ZPD), Vygotsky, 1935 Scaffolding • creating a series of steps from supported to unsupported/ spontaneous • spiral curriculum • Constructivist Approach, Bruner, 1960 • • • Behaviorism, Skinner, 1957 Audiolingual Method • • • Comprehension Approach, Asher, 1965 Total Physical Response (TPR) • language through motion • • information gap tasks guided discovery negotiation Outcomes fluency/accuracy memorization drills set dialogues grammar accuracy kinesthetic grammar taught implicitly comprehension www.nvcc.edu/workfo
  • Approach Methodology Natural Approach, Krashen, 1982 • • Input Hypothesis (i + 1) Communicative Language Teaching Interactionalism, Long 1983 Participatory Approach, Freire Auerbach, 1992 • • • • PPP – present, practice, perform Mimic L1 acquisition tasks require ss to use the language BICS Problem-Based Learning Project-Based Learning Activities Outcomes • • listening & reading complete multiplechoice or cloze activities accuracy • role plays problem solving negotiation fluency/accuracy • • • • • activating background knowledge from own lives fluency/accuracy critical thinking problem solving www.nvcc.edu/workfo
  • Approach Methodology Activities • Competency-Based Instruction Multiple Intelligences, Gardner, 1993 • • • focus on competencies customization • • • • • Content-Based Instruction Sticht, 1997 • • pre-academic focus re: content and forms CALP building • • Outcomes verbal/linguistic musical logical/mathematical spacial/visual fluency/accuracy bodily/kinesthetic intrapersonal natural/environmental essay writing note taking fluency/accuracy www.nvcc.edu/workfo
  • Putting it into Practice • Watch a teaching video: http://bcove.me/4i1kmev3 – Describe the activities. – Identify the teaching methodology. – Discuss how this is similar to or different from your experience in learning a foreign language. www.nvcc.edu/workfo