Linking Language Learning

7/29/2019 Linking Language Learning

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Linking Language & Learning 1


Communication

Fall 2006

Scott, Grenvicz, Schwab, Dessein


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Series Overview

This semester you will see three power pointpresentations designed to make you think aboutsecond language learning.

Each presentation will begin with guiding questions toengage you in the material.

Discussion questions appear at the end of eachpresentation. You will write your ideas about thesequestions and turn them in to your teacher.


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Guiding questions

What do you want to be

able to DO with French?

In what ways is the

classroom a good placeto learn French?


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What do students want?

We have found that students studying Frenchhope to achieve TWO goals:

1) Students want to be able to COMMUNICATE inFrench.

2) Students want to become BILINGUAL.


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GOAL #1:Communicatein French

What does communicate mean?

INTERACT with French-speaking people.

UNDERSTAND and INTERPRET the meaning ofwhat you hear and read in French.

EXPLAIN your thoughts and ideas to French-speaking people.


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Goal #1:Communicate in French

How do you learn to communicate in another language? Listen to lots of French? Read lots of French? Write lots of French?

Learn grammar? Practice talking?

je suis nous sommestu es vous tes

il/elle est ils/elles sont


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There are two important theories about what itmeans to learn a second language and develop

the ability to communicate in that language:

1) Monitor Model theory

2) Communicative competence theory


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Theory 1:

Monitor Model

Krashen developed five hypotheses aboutsecond language learning. These hypothesesoffer insight into how to help students learn

to communicate in a second language.


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Monitor Model: 5 hypotheses

1. acquisition / learning aretwo different processes(spontaneous vs. conscious)

2. natural order (grammar is

acquired in a predictable orderin a natural setting)

3. monitor (learning functionsonly as an editor, or monitor)

4. *input (comprehensible inputis essential for acquisition)

5. *affective filter (acquisitionoccurs when affective conditionsare optimal, i.e., low anxiety,motivation, confidence, etc.

Stephen Krashen

Principles and Practice inSecond Language Acquisition

(1981)


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Theory 2:

Communicative Competence

Canale & Swain (1983) developed a theory thatdescribes communicative competence asMORE than simply being able to interact in

another language.


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Goal #1:

Communicate in French

Communicative Competence1. Grammatical competence: mastery oflinguistic code

2. Sociolinguistic competence: knowledge ofsocial and cultural rules

3. Discourse competence: ability to connectsentences coherently

4. Strategic competence: ability to use verbaland non-verbal communication strategies

Bonjour!


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Summary of the two theories:

To communicate in a second language, alearner needs sufficient INPUTand

OPTIMAL AFFECTIVE CONDITIONS (highmotivation, positive attitude, self confidence)

Understanding of SOCIAL and CULTURAL rules,NON-VERBAL communication strategies as well asGRAMMAR.


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A learner also needsINTERACTION

Interaction can be

between teacher andstudents

OR

between and amongstudents.


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A learner also needs to develop the ability toINTERPRETwhat s/he hears and reads.

Interpretation involves recognizing thoughts and feelings about a

message (oral or written)

constructing the meaning of the message (throughthought and/or interaction)

explaining the meaning to others


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Goal #2:Becoming bilingual

What does bilingual mean?

There are at least

37 definitions

of bilingual.


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Balanced bilingual = mastery of two languages is roughlyequivalent

Covert bilingual = someone who hides knowledge of anotherlanguage because of an attitudinal disposition

Dominant bilingual = greater proficiency in one of the two

languages Early bilingual = someone who acquired both languages inchildhood

Late bilingual = someone who became bilingual later thanchildhood

Receptive bilingual = someone who understands but does not

read or write Secondary bilingual = someone whose second language had been

added to a first via instruction Incipient bilingual = someone at the early stages of bilingualism


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DEMYSTIFYINGBILINGUALISM

No one has the same levelor the same type ofproficiency in two

(or more) languages!


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There are many places aperson can becomebilingual.

at home

at school

traveling

when youre in love

in the work place


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Attitudes about bilingualism

In the 19th century people believed that beingbilingual was detrimental to intellectual and

spiritual growth.

In the early 20th century some studies indicatedthat bilingual children had lower IQs thanmonolingual children.

Today, some bilingual speakers may beencouraged to suppress their minority languagein favor of the culturally dominant language.


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Current research oncognition reveals theadvantages ofbilingualism:

Creative thinking Flexible thinking Faster learning

Larger vocabulary Greater sensitivity in

communication


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CODE SWITCHINGis

the alternating use oftwo or more languages in a

single conversation event. is a natural, observable

occurrence among peopleof all ages who speak morethan one language.

one indicator of whethera person is bilingual.

is the norm for manybilinguals.

Yeah So, doyou want to go

prendre unverre now?

Le prof,elle estreallynice.


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Bilingualism is not a state, but a process; not agoal but a continuum.

Where are you on the

BILINGUAL CONTINUUM ?

----x---------------------------------------x--incipient balanced


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Can you understand French?

Can you speak French?

Can you read? Write?

Do you engage in word play with French?

Do you code-switch?

ARE YOU BILINGUAL?


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Final discussion questionsWrite your ideas about these questions and turn them in

to your teacher:

What ways does your French classroomexperience help you to communicate inFrench? (Remember the many dimensions ofthe notion communicate.)

Do you consider yourself bilingual? Explain.

This Power Point presentation is available at:http://www.vanderbilt.edu/french_ital/faculty/scott

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Linking Language Learning