+ Language Acquisition ED 498
+ Overview Using the Prism Model in Professional Conversations A brief intro to First Language Development and Second Language Acquisition Krashen s 5 Hypotheses Cummins Light
+ Using the Prism Model in Professional Conversations During a meeting, a colleague on your grade level team makes the following comments when discussing ELLs: The only thing we need to focus on is teaching them English. Let s hold off on teaching this topic, until they know more English. How might you respond to this colleague? Use the Prism Model to inform your response. Write down what you would say.
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+ Ponder the following How did you learn your native language? What factors were involved?
+ First Language Development Noam Chomsky B. F. Skinner First Language Development
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+ Theories of language development Behaviorist Language learned by stimulus and response Nativist Innate capacity for language learning Interactionist Innate abilities and the environment
+ In summary: L1 development Children s language development follows predictable sequence Variety of perspectives inform our understanding of L1 development
+ Second Language Stephen Krashen Acquisition and Learning Lily Wong Fillmore
+ Overview: Work of Stephen Krashen Learning/Acquisition Hypothesis Natural Order Hypothesis Monitor Hypothesis Formal & conscious vs. informal & subconscious Sequential adoption of aspects of language Self-correction Input Hypothesis Comprehensible input Affective Filter Hypothesis Affective factors block input and acquisition
+ Learning/Acquisition Hypothesis Learning Acquisition
+ Natural Order Hypothesis Acquirers (as opposed to learners) internalize grammatical structures in a predictable order Errors are signs of developmental processes Ex: My pencil breaked. Ex:
+ Monitor Hypothesis Conscious knowledge about correctness of a language After we produce some language using the acquired system, we sometimes inspect it and use our learned system to correct errors. This can happen internally before we actually speak or write, or as self-correction after we produce the sentence (Krashen, 1992, pg. 3) What happens when speakers or writers focus too much on correctness?
+ Input Hypothesis (Comprehension Hypothesis) Comprehensible Input = Acquisition Messages must be presented or encoded in a way that the message is easily understood (comprehensible) Input at the i + 1 level
+ Please summarize this paragraph Jeg kan bekrefte at vi har skal åpne en butikk i Kongeveien 49. Det blir lokalene hvor det tidligere var og treningsstudio pluss noen lokaler som i dag brukes til lager. Det blir en stor butikk på rundt 4000 kvadratmeter. Jeg kan på det nåværende tidspunkt ikke si nøyaktig når åpningen blir, men vi håper på i løpet av januar eller februar. Jeg blir skuffet hvis det skulle gå lengre tid før det er klart, sier Magne Teigland, styreleder i Biltema a/s.
+ You don t understand? let me show you again. Jeg kan bekrefte at vi har skal åpne en butikk i Kongeveien 49. Det blir lokalene hvor det tidligere var og treningsstudio pluss noen lokaler som i dag brukes til lager. Det blir en stor butikk på rundt 4000 kvadratmeter. Jeg kan på det nåværende tidspunkt ikke si nøyaktig når åpningen blir, men vi håper på i løpet av januar eller februar. Jeg blir skuffet hvis det skulle gå lengre tid før det er klart, sier Magne Teigland, styreleder i Biltema a/s.
+ You still don t understand?!? Jeg kan bekrefte at vi har skal åpne en butikk i Kongeveien 49. Det blir lokalene hvor det tidligere var og treningsstudio pluss noen lokaler som i dag brukes til lager. Det blir en stor butikk på rundt 4000 kvadratmeter. Jeg kan på det nåværende tidspunkt ikke si nøyaktig når åpningen blir, men vi håper på i løpet av januar eller februar. Jeg blir skuffet hvis det skulle gå lengre tid før det er klart, sier Magne Teigland, styreleder i Biltema a/s.
+ Does this help a little bit? Jeg kan bekrefte at vi har skal åpne en butikk i Kongeveien 49. Det blir lokalene hvor det tidligere var og treningsstudio pluss noen lokaler som i dag brukes til lager. Det blir en stor butikk på rundt 4000 kvadratmeter. Jeg kan på det nåværende tidspunkt ikke si nøyaktig når åpningen blir, men vi håper på i løpet av januar eller februar. Jeg blir skuffet hvis det skulle gå lengre tid før det er klart, sier Magne Teigland, styreleder i Biltema a/ s.
+ Affective Filter Hypothesis Input is filtered through the affective state of the learner Negative affective states (fear, anxiety, nervousness) can prevent acquisition What is the implication for your classroom environment?
+ Visual of Krashen s 5 Hypotheses
+ Ponder the following How does the brain organize multiple languages? How do two (or more) languages interact in the brain?
Interrelatedness and Interdependence of First and Second Language Acquisition Jim Cummins
+ We will focus on two pieces of Cummins work Common Underlying Proficiency Developmental Interdependence Hypothesis
+ Cummins: Common Underlying Proficiency Refutes Separate Underlying Proficiency Model of Bilingualism: Idea of second language acquisition working within a balance Idea of two language balloons
+ Cummins: Common Underlying Proficiency (CUP) Bilinguals have one integrated source of thought Multilingualism is possible because we have unlimited storage capacity
+ Cummins: Common Underlying Proficiency (CUP) S, L, R, & W in L1 or L2 helps cognitive system to develop (however language must be sufficiently developed to allow maximum system function) When one or both languages is not functioning fully, cognitive function and academic performance may be negatively affected
+ Dual Iceberg Metaphor
+ Cummins: Developmental Interdependence Hypothesis L2 competence is partly dependent on L1 competence L1 and L2 language skills are interdependent Language and content transfer
+ In summary: Positive role of L1 L1 development and L2 learning/acquisition share a similar developmental path. Skills developed in first language are transferred to the second language. Transfer generally, but not always, is from the L1 to the L2. A developed L1 is the basis for academic success in the target language.
+ In summary what transfers? Knowledge (academic and conceptual) Understanding that literacy is symbolic Phonological Awareness Alphabetic and Orthographic Awareness Concepts of print Activation of syntactic and semantic knowledge Knowledge of text structure Learning to use cues to predict meaning
+ In summary what transfers? Strategies, such as experimenting, hypothesizing, creating, and constructing meaning Awareness of the variety of purposes for language Confidence in self as user and consumer of language Habits and attitudes (study skills, task completion, persistence, motivation etc.) Self-esteem (believing in one s ability to succeed academically)