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Children & Language| Boyson-Bardies (2001) & Cook (1997)
Arguments for Innate Capacity Boyson-Bardies, 2001 & Cook, 1997
L1 AcquisitionBehaviorismTabula RasaHabit FormationPractice makes perfectEnvironmentClassical ConditioningOperant Conditioning
InnatistBiologiy and MindPrinciples and Parameters
EvidencePoverty of Stimulus (Chomsky, 1957)Expressive Varriety (Jackendoff, 1994)Genetic Hypothesis (Pinker, 1994)Critical Period Hypothesis (lenenberg, 1967)Rule-governedness (MAQ 1970s)
CognitivistEnvironmentEgocentric SpeechEchoaliaDelayed RepetitionMonologuesCollective Monlogues
Socialized SpeechAbstract and Concretelanguage playVariety of Speech Acts
SocioculturalEnvironment and BiologyOntogenesisbiological comes under control of culturalInternalization and ZPDexternal speech (part to whole)internal speech (whole to part)
3 Days
prefer mother's
voice
1 month
Distinguish SpeechSounds
2 months
Touch|sightrecognition
3 months
turn-taking
5 months
words|mouth recognition, resulting in early acquisition of labials
12 months
attention
15 months
pointing towards a distant
object
1 year
10 words
2 years
300 words
Innate gestures
Critical Period
Decreolization|
Depignization
Sound Distinguishing
Baby Talk
Simplified, intoned
Stuctures
Cross-Cultural
Repetition of
sentences
New Words at
end of sentences
OverlappingCalqueing
Bilingual Aphasiacs(Obler & Gjerlow, 2006)
Differentiated Appropriate diff. Syn. and
Phon. constructions(Genesee, 2001)
UnitaryIntra
utterancecode-mixingPhonology
(Obler & Gjerlow, 2006)
Reasons for Code-
SwitchingHoffman
(1991)
not acquired
unavailable
exposure to
mixed input
more complex
Cultural backgrounds
Age
Characteristics Bilingual Speech
Hoffman (1991)
Interference
BorrowingCode-
Switching
A Brief History of Language Policy in the United States
17th century historical acceptance of bilingualism 18th century battle for a national language: German vs. English Language choices = democracy Language uniformity = political harmony No language policy Noah Webster and the standardization of English 19th century increase of English dominance due to checked emigration and War of 1812 1830s tides turn; but still no uniform language policy 19th century goal of linguistic assimilation/cultural tolerance Late 19th century decline of Bilingual Education due to Anti-Catholic sentiment Enactment and repeal of English only Coercive assimilation English language requirement of 1906 Ideological link between Americanization and English Case studies: Puerto Rico, the Phillipenes Roosevelt and language as a loyalty issue Language restrictionism: Germany and WWI: Meyer vs, Nebraska Eradication of bilingual instruction by the 1930s From polyglot to monolingual in one generation Bilingualism and Native Americans Flip flop of bil. Edu. For NA 1848 treaty of guad. Prom of lang rights to Spanish speakers Use of language power to divest people of their land California Biligualism: 1848 Span-Eng 1979: English Gold Rush English Gestapos: Texas criminal offense to teach in L1 Cultural Deprivation theory and class bias Rise of ESL in 1930s Coral Way and the rebirth of Bilingual Education
Bilingual Education
For
Threshold Hypothesis (Cummins, 1979)Cognitive and Language skills transfer
ComprehensibilityL1 knowledge makes L2 knowledge more comprehensible (Krashen, 1981)
Additive Bilingualism (Bartolome, 1998)makes learning environment more comfortable, enhances self-esteem and shows L1 is a resource
ResearchMetaanalyses reveal BE > English Only (Krashen, 2005) --> ELL parents who refused bilingual education showed decreases in reading by grade 5 (Thomas & Collier, 2003)GEO report (1980s)Conclusive, positive effects for TBE
Builds cognitive and academic development (Collier, 1992
Against
Time on Task & Method (Porter, 1990)more time on english, the more the gainsBilingual education has flawed methodology
Fear thesis (HayakawaBilignual education will divide us along linguistic lines
Baker and De Kanter ReportResearch favors Immersion programs
INPUTInput Hypothesis
Krashen, 1982Noticing Hypothesis-CR
Schmidt, 2001Processing Instruction
Van Patten, 2002
INTERACTIONInteraction Hypothesis (Long, 1996)
Negotiation of Meaning|Form Corrective Feedback
Panova and Lyster (2002)
OUPUTOutput Hypothesis
(Swain, 1995)Noticing/triggering functionHypothesis-testing function
Meta-linguistic function
Private Speech|Ofject RegulationLantolf, 2006
Language Play& Broner, 2001
Second Language
AcquisitionInput, Output
and Interaction
Cognitive L2
Theories
Processability &Teachibility Hypothesis
(Piennemann, 1984)
ConnectionismCorpus Linguistics
Usage-BasedEmergentist(Ellis, 2006)
ACTDelacrative |Procedural Knowledge
Learning Strategies(Andersen, 1982)
The Noticing Hypothesis (Schmidt,
2001)
Information ProcessingMind is limited-capactity
processorSTM-LTM
Automaticity(McLaughlin, 1987)
Input Hypothesis(Krashen,
1981)
Input Hypothesis
(i+1)
Monitor Hypothesis
Over, Optimal,
Under
Affective Filter
Hypothesis
Learning vs. AcquisitionHypothesis
Morpheme Acquisition Hypothesis
Jim Cummins
Linguistic Interdependence Hypothesis, Cummins, 1981
BICS
Understandable grammarEffective conversational vocabularySocial conventionsLexical phrasesGambits
CALP
Reading and Writing fluencyKnowledge of writing and reading genres4 skill strategiesStudy skillsSchool skills
L1Academic Skills
L2Academic Skills
Communicative Competence
Joos (1967)
Discourse Styles
Searle (1969)Speech
Acts
Halliday (1970)
Functions
Hymes (1972)
CC
Sauvignon (1972)
CC
Wilkins (1972)
Notional
Van Ek and
Alexander (1975)
Notional Functional
Canale and Swain
(1980)CC
CLT
PrinciplesCommunication|Meaning|Task|
MaterialsAuthentic|Dialogues|Multi-Modal
ActivitiesGaps|Tasks|Roleplays|Games|Communication Exercises
RolesTeacher: Facilitator|Participant|Needs Analyst|Counselor|Group ManagerStudent: Negotiator|Effective Communicatory
Canale and Swain,
1980)
Strategic Competence
Sociolinguistic Competence
Discourse Competence
Grammatical Competence
Criticismsof CC
Interactional(Kramsch,
1986)
Technological(Kenning,
2006)
Intercultural(Byram &
Corbett, 2010)
Strategic(Oxford and
Cohen, 1992)
Intonation(Chun, 1986)
History of Methods and Approaches
Gram
mar
Tra
nsla
tion
1890
The
Dire
ct M
etho
d 19
00s
Audi
olin
gual
Met
hod
(195
0s)
Com
mun
ity La
ngua
ge
lear
ning
19
72Su
gges
tope
dia
1970
s
The
Sile
nt W
ayGa
ttegn
o19
70s
The
Natu
ral
Appr
oach
(Ter
rel &
Kra
shen
, 19
80s)
Com
mun
icativ
e
Lang
uage
Lea
rnin
g
(La
Forg
e, 1
971s
)
TPR
(Ash
er, 1
987)
Scen
ario
-Bas
ed
Lear
ning
(Di P
ietr
o, 1
987)
Lexic
al A
ppro
ach
(Lew
is, 1
997)
Task
-Bas
ed Le
arni
ng
(Ske
han,
199
8)
Cont
ent-B
ased
Inst
ructi
onEc
hava
rria
and
Gra
ves,
2000
s)
Audiolingual
1950sBehaviorismDialoguesmemorizationmimicryMinimal GrammarContextualized GrammarNo L1ReinforcementMistake-free productionComputer LabSubstitution Exercises
The Natural Approach
1980sCognitvismComprehension-basedpre-early-extended production phasesBuild BICSi+1silent periodTPRgamesskits
Community Language Learning
1970sHumanismEstablish interpersonal group trust in L1Heavy use of L1 to understand L2TranslationCounselor-centered
Sheltered-InstructionEchevarria and Graves (2007)
SIOP Echevarria, Vogt & Short, (2000)
Groupwork (Cohen, 1994)
Time-on-Task Scaffolding Strategies Hands-on
materialVocabulary
reviewLanguage Objectives
Feedback Interaction PacingHigher Order
Thinking Schools
Groupwork Background Knowledge
PracticeNative-
Language Support
Clear Explanation
Content Objectives
Links to Past learning Review
Adjusting Oral Discourse(Pritzos, 1992)
1. Control sentence rate, complexity and length
2. Avoid idioms3. High frequency vocabulary4. Full referents5. Pauses, Intonation and Stress
to emphasize KEYWORDS6. Repetition of vocabulary7. Direct questions8. Clear, concise instructions
Elements of an Instructional Conversation (Goldenberg, 1992)
1. Thematic Focus2. Background|Schema 3. Direct teaching4. Promotion of complex
language5. Elicitation of reasons6. Open-ended questions7. Responding to students8. Connected Discourse9. Challenging, Non-threatening
atmosphere10. General participation, self-
selected turns
Whatdelegation of
authority
Conceptual Task
InterdependentMembers
Why?Promotes HOTS
Group is greater than sum of its
parts
Cross-ethnic Cooperation &
less competitivism
Improves Oral Language
Proficiency
Improves Time-on-Task
How?Status
Roles
Training
Group Arrangement
Language Learning Strategies(Oxford, 1991)
MemoryassociationsTPRMulti-modal
CognitivepracticeAnalyzing and Reasoning
CompensationCommunication strategies
Metacognitiveorganizingarrangingplanning
SocialNegotiating Meaning
AffectiveEncouragingRelaxing
CALLA Strategic Model(Chamot & O'Malley, 1994)
TheoryInformation ProcessingSchema TheoryConstuctivismSociocultural
PreparationGoalsReflection
PresentationNamingModelingImportanceDemonstration
PracticeChallenging tasksReciprocal teachingProblem solving
EvaluationDiscussionChecklistsLogsQuestionnairesInterviews
ExpansionTransfer
Interlanguage(Selinker, 1972)
Corder, 1967 | Idiosyncratic dialect
Nemser, 1971 | Approximative System
Systematic
Morpheme Acquisition Studies
Brown, 1973| L1 child
de Villiers and de Villiers, 1973 | L1 child
Dulay and Burt, 1973 | L2 child
Larsen-Freeman, 1975| L2 adult
Transfer and FossilizationLado, 1957 | Contrastive Analysis
Wardhaugh, 1970 | Strong: Predicting | Weak: Analysis
Selinker, 1972 |Transfer & FossilizationLong, 2003 | Stabilization
Eckman, 1978 | MDHKellerman, 1977 | Perceived Transferrability
Variable
Competence and Performance
Chomsky, 1960s | Idealized speakerLabov, 1970 | Language in Use
Social Context and StyleTarone, 1979 |The Continuum Paradigm:
Contextual Variability
Linguistic Context and Task-Type
Skehan, 2003 Gatbonton, 1978 | Linguistic Context and
Phonological variability
AffectiveLong and Porter, 1985 |audience effect
Kellerman, 1985 | U-Shaped LearningYoung, 1987 | Multiple factors for variability
Heisenberg, 1927 | Uncertainty Principle
Critical Pedagogy (McClaren, 1989)
TheoryDialectics
ContradictionQuestioning
Dynamic
Knowledge(Bartolome, 1998;
Freire, 1998; hooks; 1994; Cummins
Socially contructedDependent on culture and context
Why and How?Mind in society
Legitimation of realityDirective vs. Productive
Technical |Practical|Emancipatory
Culture
POWERPractices|Ideologies|Values
Dominant|Subordinate|
SubCultureCultural Capital
Maintenance of dominance through social consensusUnknowing participation
Active structuring of lower class culture and experience
Hegemony
Ideology
Production and representation of values and belief
+ -Reification (trans. as perm.)
Dominant|Oppositional
Dominant Discourse
(Bakhtin, 1950s)Hidden
Curriculum & Cultural Politics
Education
Sociolinguistics623
Subject Theorists &Dates
Languages, Dialects, & Varieties
Wardhaugh (2010); Gumperz (1982); Bell (1976)
Pidgins & Creoles Wardhaugh (2010); Bickerton (1977, 1981); Siegel (1999)
Speech Communities Labov (1972); Hymes (1974); Saville-Troike (1996); Platt &Platt (1975)
Language Variation Labov (1966); Trudgill (1974); Shuy et al (1968); Gumperz (1958)
Solidarity & Politeness
Holmes (1998); Tannen (1990s)Brown & Ford (1961)
GenderEthnography of Communication
Hymes (1974); Halliday (1973)
Theories and Principles of Language Teaching605
Subject Theorists &Dates
Subject Theorists &Dates
Styles & Strategies Guiora et al (1972); Oxford (1990); Cohen (1998)
Personality Factors Bloom (1964); Gardner & Lambert (1972, 1985); Myers (1962); Horwitz, Horwitz & Cope (1986)
Age & Acquisition Lenneberg (1967) Sociocultural Factors Schumann (1976); Acton (1979); Lakoff (2004); Whorf (1956)
First Language Acquisition
Skinner (1957); Vygotsky (1987?); Chomsky (1957); Piaget (1955); Anderson (1983, 1985); McLaughlin (1987, 1990); Chamot & O’Malley (1990)
Communicative Competence
Hymes (1972); Cummins (1980); Gumperz (1972); Canale & Swain (1980); Savignon (1998); Halliday (1973); Van Ek & Alexander (1975); Wilkins (1976); Krashen (1981, 1985)
Human Learning Skinner (1957); Ausubel (1964); Rogers (1951?); Freire (1970); Gardner (1999);
Cross-Linguistic Influence & Learner Language
Slinker (1972); Corder (1967);