Lac- first language and second language in classroom

1. Teacher Educator : Mrs.Charolette
First Language and Second Language in
the class room
Sujeetha.R
B.Ed –I-Year
Mathematics
2018-2019

2.  Give instructions
 Explains the meaning of the new words
 Explains complex ideas
 Explains complex grammar rules

3.  Clarifies questions
 Express frustrations concerning their lack of
understanding
 Clarifies new words and concepts
 Finds out parallel words in the second
language
 Clarifies meaning of words in Language 2
 Use language to process complex concepts
 Builds shared meaning while evaluating
written tasks through shared discussion

4.  Six proposals for classroom teaching
Get it right from the beginning
Just listen and read
Let’s talk
Two for one
Teach what is teachable
Get it right in the end

5.  Focus on structure based instruction and
given importance to sentence formation and
accuracy
 Grammar translation and audio lingual
approaches
 Free language use is not allowed because
students can make mistakes and if they
repeat these mistakes ,they can be habits or
gets fossilized .Therefore teachers should
give corrective feedback to the students

6.  However, the supporters of more
communicative approaches argue this view
and they suggest that errors are natural for
learning and it is better to encourage
learners to develop fluency before accuracy,
but allowing learners too much freedom
without correction and explicit instruction is
a negative side of this view.

7.  This proposal is based on the hypothesis that
language acquisition takes place when learners
are exposed to comprehensible input through
listening and reading.
 According to this view, comprehensible input is
essential for understanding the meaning. Also it
suggests that drills and practices are not
necessary to learn a language and learners do
not need to speak.
 It is enough to hear and understand the target
language. Therefore, there are lots of reading
and listening activities in this kind of classroom.
 We can say that this proposal is inspired from
Krashen’s Input Hypothesis.

8.  In this proposal, the emphasis is on the meaningful
interaction and this proposal supports the interactionism.
 It gives importance of access to both comprehensible input
and conversational interactions with teachers and other
students.
 According to this view, when learners engage in
interaction, they have access to meaningful and
comprehensible input and negotiate for meaning to arrive
at mutual understanding.
 Through negotiation, language learners can acquire the
language forms more naturally.
 As the focus is on the meaning, grammar mistakes can be
tolerated.
 Students can ask and answer genuine questions.
 Pair and group work are also important in this view.
 With the help of this proposal we can create task-based
and meaning based classrooms.

9.  This proposal refers to Content-based
Instruction and it suggests that learners
acquire second or foreign language as they
study subject matter taught in that
language.
 That is to say, learners get two for one.
 They can develop both their academic skills
and second language ability.
 Also, it creates a genuine need to
communicate, motivating students to acquire
language in order to understand the content.

10.  According to Manfred Pienemann and his associates,
some linguistic structures develop along a predictable
developmental path and this refers to developmental
features.
 This proposal gives information about the
development of the learner language.
 Also, there are some variation features which depend
on many factors such as motivation and aptitude.
 These certain aspects of language can be taught at
any time.
 As a conclusion, it is suggested that while some
features of the language can be taught successfully
at various points in the learners’ development, other
features develop according to the learners’ internal
schedule.

11.  This proposal gives importance to form-focused
instruction, but this doesn’t mean that everything has to
be taught.
 The emphasis is on the form in communicative framework.
 It suggests that if learners have enough exposure to
language and motivation to learn, they acquire some
language features naturally.
 Also, it is said that focused instruction allows learners to
notice the target features in subsequent input and
interaction.
 In terms of error correction, errors are corrected
explicitly.
 Especially in monolingual classrooms, students make
similar mistakes, produce same wrong language and think
that these are correct forms.
 Therefore, explicit focus on form and feedback are
necessary in this view.