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Rapid Rise Tailored Treatment (R2T2): Fast Tracking the “Fast Tracks” Presented by: Richard D. Brecht CASL Executive Director. Paradigm shift in language training. Selection. Tracking. 2. Language BHAG : B ig, H airy, A udacious G oal. - PowerPoint PPT Presentation
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Rapid Rise Tailored Treatment (R2T2):
Fast Tracking the “Fast Tracks”
Presented by:Richard D. BrechtCASL Executive Director
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Paradigm shift in language training
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Language BHAG: Big, Hairy, Audacious Goal
Doubling the effectiveness of language programs:• Double proficiency output• Halve the time• Halve the attrition
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Fast tracks
• Immersions• Cross/conversion training
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Immersions: the “Magic Bullet” … if there ever was one
• “Procedural” vs. declarative• “Episodic” vs. “semantic” memory• “Implicit” learning
• Lexical• Grammatical (e.g., Russian aspect)• Pragmatics
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Richer concept of immersions
• Authentic • In-country• Heritage communities
• Constructed (iso-immersions)• Domestic living• On-the-job• “Virtual”
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
“Immersion” vs. “Submersion
• Targeted learning experience• “Controlled” building block of language learning
career• Three components:
• Preparation• Immersion• Debrief
• Assessable
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Characteristics of environments
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Immersion environment Classroom environment
Rich Uncontrolled, authentic input and interaction
One teacher and texts controlling input and iso-immersions
Real Experiential learning Controlled or simulated life tasks
Relative Individual differences determine outcomes
Instruction is aimed to the majority
LANGUAGE RESEARCH IN SERVICE TO THE NATION
Requires enhanced cognitive/executive control mechanisms
• Selective attention• Inhibition• Working memory (e.g., rehearsal)• Metacognition (e.g., monitoring)• Task initiation, interruption, switching• Individual goal setting
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
“Executive function” for immersion training
Rich: Ability to deal with cognitive load, ambiguity, short-term memory demands, etc. Real:Metacognitive abilities (task switching, inhibition) to deal with language and “living” tasks
Relative:Individual goal setting, affective and motivational variables
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Cross/Conversion Training
• Learners establish links between L3 languages and previously learned languages
• Learners with high proficiency of similar languages transfer more linguistic knowledge to the L3
• For production, high level of proficiency in L2 required
• Bilinguals know how to learn a language
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Cognitive aspects of L3 learning
• General cognitive advantages of bilingualism• Perception and recognition of new information
always takes place in reference to previously acquired knowledge
• Focus and inhibition critical• Metacognitive awareness• Learner autonomy
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Aptitude-by-Interaction (ATI): Add value to fast track environments
Three components:• Assess aptitude and devise cognitive profiles• Improve cognitive profiles (executive
control/working memory training)• Base learning and teaching on cognitive profiles
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LANGUAGE RESEARCH IN SERVICE TO THE NATION14
LANGUAGE RESEARCH IN SERVICE TO THE NATION15
LANGUAGE RESEARCH IN SERVICE TO THE NATION
Learning and teaching based on cognitive profiles
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• Adapt learner to learning environments (life-long learning management)
• Adapt learning environments to learner’s cognitive abilities (classroom and curricular designs)
LANGUAGE RESEARCH IN SERVICE TO THE NATION
Examples of pedagogical adaptations to cognitive profiles (from proven correlations in research literature)
• Audio-visual, analytic, functional instruction• Structural and situational instructional methods• Oral error correction and non-correction• Meta-linguistic feedback• Deductive, inductive, structured input• Traditional classroom-based conversation vs. “chat-room”• Recasts vs. meta-linguistic comments• Study abroad and at-home classroom (e.g., phonological
working memory)• Lexicon type-token relationship
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