CTEL: Test 1- Domain 006/007/008 Flashcards
Commonalities between first and second language acquisition (4)
- furthered when learner is immersed in a stimulating environment
- build on prior knowledge
- vocabulary intensive
- time consuming
Steps that both L1 and L2 language acquisition follow (5)
- silent period - where they know about 500 words but are uncomfortable with speech
- private speech - 1000 words, but speaks in 2 word chunks
- lexical chunks - knows about 3000 words, communicates in short phrases/sentences
- formulaic speech - 6000 words, can make complex statements
- experimental/simplified speech: fluent
Differences in learning L2 (5)
- L2 is totally motivation dependent
- neurologically, the brain is more suited to develop language at a younger age (lateralization)
- psychomotor (hard to pronounce)
- affective considerations
- critical period
Simultaneous bilingualism - important information
- grammar and vocabulary errors are temporary
- native speakers sometimes develop phonemic awareness later (“r” in spanish and “th” in english)
Simultaneous bilingualism - by age 5, speakers can..
use complex sentences, have mastered 90% of sound systems, can use prepositions correctly, make joes, and modify speech
Sequential bilinualism
occurs when a person becomes bilingual by first learning one language and then another. The process is contrasted with simultaneous bilingualism, in which both languages are learned at the same time.
There is variation in the period in which learning must take place for bilingualism to be considered simultaneous. Generally, the term sequential bilingualism applies only if the child is approximately three years old before being introduced to the second language
Interactionist model of language acquisition
face to face interaction is key to second language acquisition
constructivist model of language acquisition
complex, challenging learning environments help students take responsibility for constructing their own knowledge
Key elements of constructivist learning
- encouragement of student autonomy and initiative
- expectation that student responses will drive lesson content and instructional strategies
- learning experiences provoke discussion
- focus on concept understanding rather than concept explanation
- emphasis on critical thinking
Promoting students knowledge construction 4 requirements that must be met
- instructional objectives are clear
- complex problems force teachers to become learners
- students are exposed to lots of representations
- teaches conflict resolution skills
social constructionist theory
Vygotsky
teaching must consider the ZPD
Using social interaction to learn english - activities
Practice reader’s theatre, develop questions for a community survey, plan an exhibition of art
Selinker’s interlanguage hypothesis
learner’s language should be viewed as creative, with rules unique to itself and not just a borrowed form of the target language
In second language learning, learners use 4 different kinds of knowledge:
- knowledge about second language
- competence in their native language
- ability to use the function of language
- general world knowledge
Krashen’s monitor model flaws
- the distinction between learning and acquisition is vague and difficult to prove
- error monitor cannot always be used due to rapid verbal exchanges
- monitors are difficult to observe
- no way to tell what “comprehensible input” looks like
Components of CALP
- communication
- Conceptualization
- critical thinking
- context
- culture
Many of the skills that are part of CALP are refinements of
BICS
Cognitive and social strategies learners use in developing additional language (10)
repetition, formulaic expression, elaboration, self monitoring, appeals for assistance, requests for clarification, code switching, role playing
Factors affecting second language acquisition (research based) (6)
- prior knowledge
- cognition/learning styles
- positive and negative language transfer
- age
- disabilities
- lack of formal school experience
4 categories of learning styles
cognitive, affective, incentive, physiological
To assess L2 proficiency levels you can use
Student Oral Language Matrix
5 levels of scaffolding
- modeling
- shared (work together)
- interactive
- guided
- independent practice
Collier’s research suggests that (regarding comprehensible input/output)…
Class that are highly interactive and emphasize student problem solving and discovery provide the setting where language acquisition to take place simultaneously with academic and cognitive development
Collaborative interaction in which meaning is negotiated with peers is central to the language acquisition process, for both..
written and oral development
EL Feedback should include 6 things…
- illustrate what the result of the students actions were
- contain information that shows what the student is doing right
- be immediate
- be specific to student utterances
- be focused and note excessive
- be separate from evaluation
Krashen defines comprehensible input as
i + 1 - input that is just beyond the learner’s present ability
4 ways to build on L1 in the classroom
- giving instructions
- explaining concepts
- vocabulary/meanings
- grammar points