Workshop 3 4

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Gabriela Orellana Maldonado

Education Technology

Task 3: Fill in the following chart and summarize each hypothesis.

Task 4: Look at the following quotations and explain 1 ,[object Object],[object Object]

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109 Learning Outcomes By the end of this chapter you will be able to accomplish the following objectives: 1. In the context of Krashen’s input hypothesis, analyze and interpret the importance of compre- hensible language input. 2. Explain how affective factors can interfere with learning and how teachers can help to reduce their impact. 3. Define the interaction hypothesis and assess its role in language teaching and learning. 4. Summarize the principle characteristics of communicative language teaching and explain its relationship to communicative competence. 5. Identify and evaluate the factors that contribute to ELLs becoming long-term language learners. 5Teaching English Language Learners Monkeybusinessimages/iStock/Thinkstock CO_TX CO_NL CO_CRD CT CN pip82223_05_c05_109-134.indd 109 6/30/15 11:12 AM © 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution. Introduction Introduction Whatever their age and grade level, whatever their first language, ELLs have one goal in com- mon: communicative competence—the ability to function effectively in English in both social and academic settings. Helping them to reach that goal is the teacher’s main objective. We ended the last chapter with a description of how the concept of communicative competence contributed to the development of communicative teaching approaches. One of the more prominent of these was developed by Stephen Krashen in the 1980s and was called the natural approach. This approach was based on five hypotheses about language acquisition (see Krashen’s Five Hypotheses), and while theorists have taken issue with the scope and details of some of them, two of the hypotheses have influenced second language teaching for the past several decades and are widely accepted as pillars of communicative language teaching. These are the input hypothesis (Chapter 2) and the affective filter hypothesis, which we will examine along with the interaction hypothesis proposed by Michael Long (1996). To under- stand how these three hypotheses are realized in classroom practice, we will examine the four defining characteristics of communicative language teaching. As we delve deeper into communicative teaching practices, we begin with a basic question: What is the teacher’s main objective in teaching ELLs? Simply stated, it is to help ELLs acquire all the English they need for social and academic purposes while simultaneously learning the content knowledge appropriate to their grade level. With some young learners, and under certain conditions, teachers can meet this objective fairly quickly, sometimes within the school year. For others, especially those who begin later than kindergarten or first grade, it takes longer, and although the authors of most accountability measures assume that it takes three years (Chapter 3), that is not the case for all learners. The overarching goal in teaching ELLs, then, is to keep them fr ...

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Workshop 3 4

1. WORKSHOP 3 - 4 Gabriela Orellana

2. Task 3: Fill in the following chart and summarize each hypothesis.

3. Task 3: Fill in the following chart and summarize each hypothesis.

Workshop 3 4

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