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L1 Acquisition

Behaviorism Innatist Cognitivist Sociocultural


Tabula Rasa Biologiy and Mind Environment Environment and Biology
Habit Formation Principles and Parameters Egocentric Speech Ontogenesis
Practice makes perfect Echoalia biological comes under
Environment Evidence Delayed Repetition control of cultural
Classical Conditioning Poverty of Stimulus (Chomsky, Monologues Internalization and ZPD
Operant Conditioning 1957) Collective Monlogues external speech (part to
Expressive Varriety whole)
(Jackendoff, 1994) Socialized Speech internal speech (whole to
Genetic Hypothesis (Pinker, Abstract and Concrete part)
1994) language play
Critical Period Hypothesis Variety of Speech Acts
(lenenberg, 1967)
Rule-governedness (MAQ
1970s)

Children & Language| Boyson-Bardies (2001) & Cook (1997)

3 months 12 15 2 years
3 Days 1 month 2 months 5 months months 1 year
months
Distinguish Touch| turn-taking words|mouth 10 words 300
prefer recognition, attention pointing
Speech sight words
mother's resulting in towards
Sounds
Sounds recognition a distant
voice early
acquisition of object
labials

Decreolization
Innate Critical | Sound
gestures Period Distinguishing
Depignization

Arguments for Innate Capacity Boyson-Bardies, 2001 & Cook, 1997


Simplified,
intoned
Stuctures

New
Words at
end of
Baby Cross-
Cultural
sentences
Talk
Repetition
of
sentences
Unitary Differentiated
Overlapping Appropriate
Intra utterance
Calqueing
code-mixing Bilingual Aphasiacs
diff. Syn. and
(Obler & Gjerlow, Phon.
Phonology (Obler 2006) constructions
& Gjerlow, 2006)
(Genesee, 2001)

not
acquired
Interference
Age Reasons for
unavailable

Code-
Switching Characteristics
Hoffman Bilingual
exposure
Cultural (1991) to Speech
backgrounds mixed Hoffman
input
more
Code- (1991)
Borrowing
complex 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 Against

Time on Task & Method (Porter, 1990)


Threshold Hypothesis (Cummins, 1979)
more time on english, the more the gains
Cognitive and Language skills transfer
Bilingual education has flawed methodology
Comprehensibility
L1 knowledge makes L2 knowledge more Fear thesis (Hayakawa
comprehensible (Krashen, 1981)
Bilignual education will divide us along linguistic lines
Additive Bilingualism (Bartolome, 1998)
makes learning environment more comfortable, Baker and De Kanter Report
enhances self-esteem and shows L1 is a resource
Research favors Immersion programs
Research
Metaanalyses 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
INPUT
Input Hypothesis
Krashen, 1982
Noticing Hypothesis-CR
Schmidt, 2001
Processing Instruction
Van Patten, 2002
OUPUT
Output Hypothesis
(Swain, 1995)
Noticing/triggering function
Hypothesis-testing function Second
Meta-linguistic function
Language
Private Speech|Ofject Regulation
Acquisition
Lantolf, 2006
Language Play
Input, Output
& Broner, 2001
and Interaction
INTERACTION
Interaction Hypothesis (Long, 1996)
Negotiation of Meaning|Form
Corrective Feedback
Panova and Lyster (2002)
Processability &
Teachibility
Hypothesis
(Piennemann,
1984)

Information Processing Connectionism


Mind is limited-capactity Corpus Linguistics
processor
STM-LTM Usage-Based
Automaticity Emergentist
(McLaughlin, 1987)
Cognitive (Ellis, 2006)

L2
Theories

ACT
The Noticing Delacrative |
Hypothesis Procedural
Knowledge
(Schmidt,
Learning Strategies
2001) (Andersen, 1982)
Input
Hypothesis
(i+1)

Monitor
Morpheme Hypothesis
Acquisition Over,
Hypothesis Input Optimal,
Hypothesis Under

(Krashen,
1981)

Learning vs. Affective


Acquisition Filter
Hypothesis Hypothesis
Jim Cummins

BICS CALP

Understandable grammar Reading and Writing fluency


Effective conversational Knowledge of writing and
vocabulary reading genres
Social conventions 4 skill strategies
Lexical phrases Study skills
Gambits School skills

L1 L2
Academic Skills Academic Skills

Linguistic Interdependence Hypothesis, Cummins, 1981


Communicative
Competence

Joos Searle Hymes Van Ek


Halliday Sauvignon Wilkins and Canale
(1967) (1969) (1972)
(1970) (1972) (1972) Alexander and Swain
Discourse Speech CC (1980)
Functions CC Notional (1975)
Styles Acts
Notional CC
Functional

Principles
Communication|Meaning|Task|

Materials
Authentic|Dialogues|Multi-Modal

CLT Activities
Gaps|Tasks|Roleplays|Games|Communication Exercises

Roles
Teacher: Facilitator|Participant|Needs Analyst|Counselor|Group Manager
Student: Negotiator|Effective Communicatory

Interactional
(Kramsch,
1986)

Strategic
Competence Intonation
Technological
(Kenning,

Sociolinguistic
(Chun, 1986)
Criticisms 2006)

Canale Competence
and Swain, of CC
Discourse
1980) Competence
Strategic Intercultural
(Oxford and (Byram &
Grammatical Cohen, 1992) Corbett, 2010)
Competence
History of Methods and Approaches
Community Language
Audiolingual The Natural Approach
Learning
1950s 1980s 1970s
Behaviorism Cognitvism Humanism
Dialogues Comprehension-based Establish interpersonal
memorization pre-early-extended group trust in L1
mimicry production phases Heavy use of L1 to
Minimal Grammar Build BICS understand L2
Contextualized Grammar i+1 Translation
No L1 silent period Counselor-centered
Reinforcement TPR
Mistake-free production games
Computer Lab skits
Substitution Exercises
Sheltered-Instruction
Echevarria and Graves (2007)
Elements of an
Instructional Conversation
(Goldenberg, 1992)

1. Thematic Focus
2. Background|Schema SIOP Echevarria, Vogt & Short, (2000)
3. Direct teaching
4. Promotion of complex
Hands-on Vocabulary Language
Time-on-Task languageScaffolding Strategies
material review Objectives
5. Elicitation of reasons
6. Open-ended questions
Higher Order
7. Responding to students Pacing Background
Feedback Interaction Thinking Groupwork
Knowledge
8. Connected Discourse Schools
9. Challenging, Non-threatening
Native-
atmosphere Clear Content Links to Past
Practice Language Review
10. General Support Explanation
participation, self- Objectives learning
selected turns
Adjusting Oral Discourse
(Pritzos, 1992)

1. Control sentence rate,


complexity and length
2. Avoid idioms
3. High frequency vocabulary
4. Full referents
5. Pauses, Intonation and Stress
to emphasize KEYWORDS
6. Repetition of vocabulary
7. Direct questions
8. Clear, concise instructions

Groupwork (Cohen, 1994)


What Why? How?
delegation of
authority
Promotes HOTS Status

Group is greater
Conceptual Task than sum of its Roles
parts

Interdependent
Cross-ethnic
Members
Cooperation & Training
less competitivism

Improves Oral
Group
Language
Arrangement
Proficiency

Improves Time-
on-Task
Language Learning Strategies
(Oxford, 1991)
Memory Cognitive Compensation Metacognitive Social Affective
associations practice Communication
Communication organizing Negotiating Encouraging
strategies arranging
TPR Analyzing and Meaning Relaxing
Multi-modal Reasoning planning

CALLA Strategic Model


(Chamot & O'Malley, 1994)
Theory Preparation Presentation Practice Evaluation Expansion
Information Goals Naming
Naming Challenging tasks Discussion Transfer
Processing Reflection Modeling
Modeling Reciprocal Checklists
Schema Theory Importance teaching Logs
Constuctivism Demonstration Problem solving Questionnaires
Sociocultural Interviews
Interlanguage
(Selinker, 1972)
Corder, 1967 |
Idiosyncratic dialect
Nemser, 1971 |
Approximative System

Systematic Variable

Competence and
Morpheme Acquisition
Performance
Studies
Chomsky, 1960s | Idealized speaker
Brown, 1973| L1 child
L1 child
Labov, 1970 | Language in Use
de Villiers and de Villiers, 1973 | L1L1 child
child

Dulay and Burt, 1973 | L2 child


Social Context and Style
Larsen-Freeman, 1975| L2 adult
Tarone, 1979 |The Continuum Paradigm:
Contextual Variability
Transfer and Fossilization
Lado, 1957 | Contrastive Analysis Linguistic Context and
Wardhaugh, 1970 | Strong: Predicting | Task-Type
Weak: Analysis
Skehan, 2003
Selinker, 1972 |Transfer & Fossilization
Gatbonton, 1978 | Linguistic Context and
Long, 2003 | Stabilization Phonological variability
Eckman, 1978 | MDH
Kellerman, 1977 | Perceived Transferrability
Affective
Long and Porter, 1985 |audience effect

Kellerman, 1985 | U-Shaped Learning


Young, 1987 | Multiple factors for variability
Heisenberg, 1927 | Uncertainty Principle

Cri
tical Pedagogy (McClaren, 1989)

Dialectics
Contradiction
Questioning Theory
Dynamic

Socially contructed

Knowledge Dependent on culture and context


Why and How?
(Bartolome, 1998; Mind in society
Freire, 1998; hooks; Legitimation of reality
1994; Cummins Directive vs. Productive
Technical |Practical|Emancipatory

POWER
Practices|Ideologies|Values
Dominant|
Subordinate| Culture
SubCulture
Cultural Capital

Maintenance of dominance
through social consensus
Hegemony Unknowing participation
Active structuring of lower
class culture and experience

Production and representation of


values and belief
+-
Reification (trans. as perm.) Ideology
Dominant|Oppositional

Dominant
Discourse
(Bakhtin, 1950s)
Education Hidden
Curriculum &
Cultural Politics
Sociolinguistics
623

Subject Theorists &


Dates
Languages, Dialects, & Wardhaugh (2010); Gumperz
(1982); Bell (1976)
Varieties
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 & Holmes (1998); Tannen


(1990s)Brown & Ford (1961)
Politeness
Gender
Ethnography of Hymes (1974); Halliday (1973)

Communication
Theories and Principles of Language Teaching
605
Subject Theorists & Subject Theorists &
Dates Dates
Styles & Strategies Guiora et al (1972); Personality Factors Bloom (1964); Gardner &
Oxford (1990); Cohen Lambert (1972, 1985);
(1998) Myers (1962); Horwitz,
Horwitz & Cope (1986)
Age & Acquisition Lenneberg (1967) Sociocultural Factors Schumann (1976); Acton
(1979); Lakoff (2004);
Whorf (1956)
First Language Skinner (1957); Vygotsky Communicative Hymes (1972); Cummins
Acquisition (1987?); Chomsky (1957); Competence (1980); Gumperz (1972);
Piaget (1955); Anderson Canale & Swain (1980);
(1983, 1985); McLaughlin Savignon (1998); Halliday
(1987, 1990); Chamot & (1973); Van Ek &
O’Malley (1990) Alexander (1975); Wilkins
(1976); Krashen (1981,
1985)
Human Learning Skinner (1957); Ausubel Cross-Linguistic Influence Slinker (1972); Corder
(1964); Rogers (1951?); & Learner Language (1967);
Freire (1970); Gardner
(1999);

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