Ed Prof St612 2010 Short
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Presentation of Prof. Stephen May on August 3 2010 at the Faculty of Education University of Auckland.
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The concept of special language: register analysis
Beyond the sentence: rhetorical or discourse analysis
Target situation analysis
Skills and strategies
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2) Discuss how long it takes to learn a language according to research by Jim Cummins.
3) Cover the English Language Learning Progressions (ELLP) and the Supporting English Language Learning in Primary School (SELLIPS) resource.
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2. Helping students build stocks of minimal responses and familiarizing them with common conversational scripts to increase confidence and participation.
3. Teaching clarification strategies so students are comfortable acknowledging misunderstandings.
4. Creating information-gap and role-playing activities
13 july who owns english
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- Young learners are best served by finding their own voice in the language, taking risks before focusing on accuracy, and learning about other cultures through collaboration with other English learners.
- There is no single 'real' English, as the language constantly evolves through borrowing words from other languages. The distinctions between basic social English and academic English are important for teaching.
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Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018
The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from ‘variety’ to ‘communicative use’ to ‘translanguaging practice’. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. “Do you want me to teach incorrect English?”). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.
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2. Language acquisition in children is remarkable in that it happens efficiently and without formal instruction, through natural interaction and exposure to language from a young age.
3. Both accuracy and fluency are important goals in language learning, but they require distinguishing between practices that emphasize correct usage versus effective communication. Interesting communicative tasks can increase student motivation.
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local_media4775930823258548627.pdf
This document provides an outline for a course on teaching English in elementary grades. It discusses various topics that will be covered in the course, including perspectives on first and second language acquisition, methods for teaching language skills like listening, speaking, reading and writing, and developing vocabulary and comprehension skills. The course aims to teach strategies and techniques for addressing specific language skills and assessing ESL students. It will cover developing lesson plans and using literature and technology in ESL instruction.
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This document provides information about a workshop for parents on language in the PYP. It includes an introduction with an activity to identify important jobs that require strong language skills. It then discusses views on language and has an activity for participants to share what they know and questions they have about the topic. The workshop aims and agenda are presented, covering beliefs about language learning, teaching strategies, how language is broken down in the curriculum, and the importance of mother tongue development. Activities during the workshop involve analyzing images, identifying language strands in the PYP, and learning about conceptual understandings and language acquisition.
9300AWEEK 1 What is language Our relationship with language. T.docx
9300A
WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition.
Readings:
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
University Press. Chapter 1.
· As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因：why do you need to learn English? Is there have some special reason to learn [academic, daily life])
· ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?]
· What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.]
· What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?
· The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.
·
WEEK 2: First Language Acquisition
Readings:
Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford
University Press. Chapter 1
Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech.
Morphology; syntax
Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?
【Which stage do you think is the fastest progress in your second language?】
【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008
[学习者有没有背单词，是long-term memory 还是working memory？（cognition）]
Negation对立面p.9
WEEK 3: Behaviourism and Contrastive Analysis Hypothesis
Readings:
Brown, H. D. (2000). Principles of language learning and teaching. P.69-71
Ellis, R. (2015). Understanding second ...
The aims of early learning of english
This document discusses reasons for teaching English as a foreign language in primary school. It argues that starting foreign language education as early as ages 5-7 allows students to spend more total years learning the language. Additionally, linking English teaching to primary school subjects like math, science, history and art can motivate students and reinforce their conceptual development in other areas. The document provides examples of how topics from the primary curriculum can be explored to help students learn English vocabulary and communication through hands-on activities.
Second Language Acquisition chapter 7 8.pptx
This document summarizes chapters 7 and 8 from the book "Second Language Acquisition Applied to English Language Teaching". Chapter 7 discusses principles for matching SLA theory with ELT materials, including exposing learners to meaningful input, engaging them cognitively and emotionally, helping them notice form and meaning, and giving opportunities for output. Chapter 8 discusses how SLA can benefit teachers by providing a reality check on the complexity of language learning, emphasizing the importance of balanced input, output and interaction, and encouraging teachers by showing that formal instruction can facilitate SLA.
What teachers need to know about languageppt
Teachers need extensive training in linguistics and language acquisition to effectively teach English language learners. This includes understanding how first and second languages are acquired, the structure of the English language, common errors students make, and strategies to support language development. Teachers should form small groups to target instruction to different proficiency levels. They must also evaluate students in a way that supports growth and avoids unfairly hindering students still learning English. Overall, teachers play a key role in developing students' language and literacy skills.
Bilingual Education Challenges and Possibilities
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Ed Prof St612 2010 Short
- 1. Language and Diversity: Challenges and possibilities Prof. Stephen May School of Critical Studies in Education (CRSTIE) Faculty of Education University of Auckland August 5, 10 1
- 2. August 5, 10 2 It has been known for some time that secondary teachers do not consider reading and learning to be issues that are of much importance to them. (Gunderson 2000: 692)
- 3. August 5, 10 3 The problem of monolingualism Particularly evident in English-dominant countries like New Zealand A result of English as the current world language Ignores the history (and politics) of English
- 4. August 5, 10 4 Key Challenges in teaching bilingual students Developing and fostering an additive rather than subtractive view of bilingualism
- 5. August 5, 10 5 Subtractive bilingualism views bilingualism as problematic judges students by native (L1) English norms Constructs bilingual students as incompetent (in English) e.g. NESB; this child has ‘no language’ Excludes the L1 in the teaching and learning process (‘time on task’ principle)
- 6. August 5, 10 6
- 7. August 5, 10 7
- 8. August 5, 10 8
- 9. The first response Building specifically from/on the students’ language backgrounds Developing an ‘additive’ view of students’ bilingualism Drawing on all the language registers/domains of students in the teaching and learning process August 5, 10 9
- 10. Additive bilingualism Recognises bilingual students as multicompetent Accords with research on the cognitive, social and educational advantages of bilingualism Cognitive flexibility Metalinguistic awareness Communicative sensitivity Accords with the linguistic interdependence principle The more developed the L1, the easier the development of the L2; the less developed the L1, the harder the development of the L2 August 5, 10 10
- 11. August 5, 10 11 1. Implications for teaching How can we challenge/change deficit constructions of bilingual students? How can we recognise and value our students’ extensive language competencies? How can we foster use of L1 in our classes in order to enhance metalinguistic awareness and language interdependence? How can we address our own knowledge gaps (and monolingualism)?
- 12. August 5, 10 12 Key challenges in teaching bilingual students 2. Recognising that academic English is a specific language register, and that we need to teach it explicitly
- 13. August 5, 10 13 Academic English Is significantly more demanding than conversational English Cf. Conversational competence (BICS) Develops within 1-2 years Academic language proficiency (CALP) Takes 5-8 years to develop fully = 2nd language learning delay
- 14. August 5, 10 14 Academic English Is more abstract Has more passive constructions (e.g. It has been argued by May that … vs. …. Stephen says that) Is more decontextualised Has specific patterns of classroom language IRE (initiation - response - evaluation) IRF (initiation - response - feedback) Which are also culturally located (with students having varying degrees of familiarity with them) Has more difficult vocabulary
- 15. Vocabulary A-S nouns G-L nouns August 5, 10 15
- 16. August 5, 10 16 2. Implications for teaching How can we apprentice students into academic English? How can we scaffold learning more effectively? How can we avoid ‘dumbing down’ (amplifying, not simplifying) How can we vary existing classroom discourse patterns IRE (initiation; response; evaluation) IRF (initiation; response; feedback) Group work
- 17. August 5, 10 17 Group Work Learners hear more language Learners use more language (fosters exploratory talk; increased output) Learning is contextualised (language is used appropriately and meaningfully) Learning and comprehension are supported (message redundancy) In addition, group work Can include both L1 and L2 Is culturally congruent for many groups Facilitates language use in contextualised / integrated ways (linking language and content) However, still requires explicit framing/instruction
- 18. August 5, 10 18 Cognitively Undemanding A B (conversation) (email/texting) Context Embedded Context Reduced C D (group work/journaling/ role play) (classroom discourse) Cognitively Demanding
- 19. August 5, 10 19 Key References Language Enhancing the Achievement of Pasifika (LEAP). http://leap.tki.org.nz May, S., Hill, R. & Tiakiwai, S. (2004) Bilingual/Immersion Education: indicators of good practice (available at http://www.educationcounts.govt.nz/publications/schooling/5075 See also: Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: teaching second language learners in the mainstream classroom. Heinemann.