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Chapter 6
Foregrounding Oral Communication
Simultaneous First and Second Oral Development
Bilingual children develop: Flexibility with metalinguistic
concepts Early understanding of cultural norms An understanding of signification
systems (body language, prosody, gestural cues)
Simultaneous First and Second Oral Development
Teachers should: Draw on student’s background knowledge Be aware of potential conflicts with
student’s previous schooling or home experiences
Model unfamiliar oral language responses Allow for adequate wait time
Scaffold instruction Strive for continuity between home &
school
Developing Oral Communication in Sequential Language Acquisition
Early language development with literacy as a goal involves oral practices based on meaningful uses of printed material: Question and answering routines Sharing time with books Storytelling Illustrating stories and sharing them Creating games Reciting poems/singing Dramatization
Developing Oral Communication in Sequential Language Acquisition
Practices with print prepares students to think and use language for learning
Engagement in relevant and sustained oral practices is necessary in the classroom
Be aware of interference from the first language, but realize that not all student will progress through the normal developmental pattern at the same pace.
Language as a Resource
Research demonstrates: How language is used as social action How teacher’s oral interactions with
her students need to be monitored Distribution of turns, student
recognition,sanctioning of behaviors How both the physical settings and
the speakers’ backgrounds and influences have bearing on oral interactions
Language as a Resource
Teachers need to teach beginning second language learners how daily social interactions are affected by: frame participation structure positioning paralinguistic elements
Classroom Language Learning
Teachers should: Examine with their students the ways
people communicate with each other and discuss the underlying values and attitudes.
Help students recognize which language to use in different social situations and offer them alternatives for different audiences.
Subtractive Bilingualism
Subtractive Bilingualism includes educational practices where: Children are often expected to give
up their L1 in favor of their L2 L1 is not viewed as an asset, lack of
L2 viewed as a deficit Transfer benefits of L1 L2 not
recognized
Second Language Acquisition Research
Input hypothesis Krashen: comprehensible input = (i+1);
Credits the learner’s subconscious processes Interactional hypothesis
Long: active communicative efforts to understand and be understood
Output hypothesis Swain: attempts at output allow learners to
test hypotheses about L2 and progressively produce more accurate, coherent, conventionalized language
Second Language Acquisition Research
Classroom-Based Research on Oral Communication Development Feedback: consider quantity,
complexity, timing, learner understanding of its present or future need
Second Language Acquisition Research
Input Theories Learnability theories - examine
what kinds of learning in classroom settings best facilitate acquisition. They identify stages in learner development and types of tasks and interactions
Processability theory – learner can only be taught a structure when he can manage its processing demands
Second Language Acquisition Research
Output Theories There are varied preferences in
learning styles that help students process, store and retrieve information. Learning styles are affected by:
affective levels modes of processing information types of cognition
Second Language Acquisition Research
Output Theories Teachers should:
Offer a variety of activities geared towards different learning styles and multiple intelligences
Teach learning strategies (Chamot/O’Malley)
Fluency and Proficiency vs. Identity and Agency
Planned Oral Communication Incorporate monologic communication
– reading aloud, speeches, rehearsals; communication for a purpose
Students focus on organization, cohesion, performance
Promote interaction where the cognitive processes used in the classroom setting will be comparable to the natural setting
Fluency Building: Error Correction
Only correct features that can be reasonably managed at the learner’s level of proficiency
Tailor error correction to the learner (checklists)
Remember that the development of an internalized grammar system does not follow a linear path
Identity and Agency Building
Genre Is Greater Than Its Parts Encourage learners to observe/collect
information about L2 community and formulate questions about the culture/language use through:
consciousness raising problem posing
Identity and Agency Building
Genre Is Greater Than Its Parts To help students gain the “big
picture”, assign projects which: involve students affectively promote cognitive activities such
as problem solving relate to subject matter in other
classes
Identity and Agency Building
Teacher’s Feedback Teacher talk includes modifications
teachers use to be comprehended by their students:
repetition of instructions speaking at a slower rate pausing changing pronunciation modifying vocabulary, grammar
or discourse
Identity and Agency Building
Teacher’s Feedback Respectfully scaffold student’s oral
communication with: modeling restatement clarification questioning
Identity and Agency Building Shifting between fluency & accuracy
Know the students strengths to move from:
Silent participation with comprehension
Production of chunks of oral language
Complex oral exchanges and presentations
Identity and Agency Building
Shifting between fluency & accuracy To build confidence in fluency,
lessons need to foreground activities for negotiating meaning and shift to foregrounding accuracy by focusing on forms of expression.
Identity and Agency Building
Shifting between fluency & accuracy Ice-breakers allows students to
use an oral routine or expression with their classmates under low-risk conditions. Use them:
To get to know each other To review previous material To preview new material To introduce new material
inductively or deductively
Differences Between Second and Foreign Language Learners
Social and Academic Consequences of Sounding Like the “Other” Challenges of second language
learners: Lack of social acceptance due to
an L1 that is stigmatized by the mainstream
Alienation from their culturally distinct heritage group
Differences Between Second and Foreign Language Learners
Discontinuities in Schooling Limited communication between schools results in
lack of continuity in learning (“repeat beginners”) Heritage language learners sometimes:
have little formal study in their L1 must strive for academic success by adopting
cultural practices at odds with their home/community environment
have been in programs where memorization is stressed, rather than application and performance
Going Beyond the National Standards
Basic TESOL standards: presentational interpersonal interpretive
Critical Language Awareness – build up the learner’s awareness of the significant role language plays in social/school life. Build connections between classwork
and the wider social/political world.