Introduction to second language acquisition in ESL adults

1. www.nvcc.edu/workfo

2. EDUC 1817:
Introduction to TESOL
American Culture & Language Institute, TESOL Certificate Program
Northern Virginia Community College
www.nvcc.edu/workfo

3. 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

4. Prerequisites
• High School completion
• Non-native English speakers must demonstrate
an intermediate level of written and spoken
English by one of the following:
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Accuplacer: 300+ points
TOEFL iBT:81+ points
IELTS: 6.0+
Successful completion of ACLI intermediate courses
www.nvcc.edu/workfo

5. 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

6. 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

7. 10 Required Courses
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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

8. Electives & Observations
• Choose 6 Electives:
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Materials Adaptation
Teaching Content ESL
Realia as Class Content
Teaching Entry-Level Students
Using Technology
Teaching Pronunciation
Tutoring Adult ESL
Observations
- 18 hours
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9. Observing a Class
• Begin observations after you have completed
6 or more required classes.
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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

10. Employment Opportunities &
Professional Associations
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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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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
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17. 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
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18. 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
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19. Current Theory of the
Stages of Second Language Acquisition
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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

20. Learn vs. Acquire Language
Action
Content
Result
Learn
Grammar Rules
Vocabulary
Accuracy
Acquire
Language Forms
Interactions
Strategies
Fluency
www.nvcc.edu/workfo

21. We have acquired a language
when…
• We achieve communicative competence in
terms of:
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Grammatical
Sociolinguistic
Discourse
Strategic
Canale & Swain, 1983
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22. What is Language?
• In pairs/small groups, sort the language
examples into these four categories:
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Language Forms
Social Interactions
Language Skills
Learning Strategies
www.nvcc.edu/workfo

23. L1 vs. L2 Acquisition
• First language (L1):
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Imitation
Intuition of unconscious rules + correctness
Experimentation w/o self-consciousness
Correction not as necessary
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24. L1 vs. L2 Acquisition
• Second language (L2):
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Conscious rule learning + hypothesis testing
Little intuition of correctness
Fossilization
Reluctance in experimentation
Correction necessary
www.nvcc.edu/workfo

25. Teaching Adult ESL Learners
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Self Directed
Goal Oriented
Value Past Experiences
Require Instructor as Facilitator/Advisor
Look for Results and Feedback
Age & Its Effects on Risk Taking
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26. Teaching Heterogeneous
Classes
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Levels
Languages
Race, Gender, Culture
Needs vs. Wants
Educational Background & Expectations
Learning Styles
www.nvcc.edu/workfo

27. 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

28. 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

29. Approach
Methodology
Activities
Zone of Proximal
Development (ZPD),
Vygotsky, 1935
Scaffolding
• creating a series
of steps from
supported to
unsupported/
spontaneous
• spiral curriculum
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Constructivist
Approach,
Bruner, 1960
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Behaviorism,
Skinner, 1957
Audiolingual Method
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Comprehension
Approach,
Asher, 1965
Total Physical
Response (TPR)
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language through
motion
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information gap
tasks
guided discovery
negotiation
Outcomes
fluency/accuracy
memorization
drills
set dialogues
grammar
accuracy
kinesthetic
grammar taught
implicitly
comprehension
www.nvcc.edu/workfo

30. Approach
Methodology
Natural Approach,
Krashen, 1982
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Input Hypothesis
(i + 1)
Communicative
Language Teaching
Interactionalism,
Long 1983
Participatory Approach,
Freire
Auerbach, 1992
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PPP – present,
practice, perform
Mimic L1
acquisition
tasks require ss to
use the language
BICS
Problem-Based
Learning
Project-Based
Learning
Activities
Outcomes
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listening & reading
complete multiplechoice or cloze
activities
accuracy
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role plays
problem solving
negotiation
fluency/accuracy
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activating background
knowledge from own
lives
fluency/accuracy
critical thinking
problem solving
www.nvcc.edu/workfo

31. Approach
Methodology
Activities
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Competency-Based
Instruction
Multiple Intelligences,
Gardner, 1993
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focus on
competencies
customization
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Content-Based
Instruction
Sticht, 1997
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pre-academic focus
re: content and
forms
CALP building
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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

32. 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