Second Language Acquisition & Applied Linguistics for session with Kazakh teachers of Science

Second Language Acquisition & Applied Linguistics:

Foundations forContent Teachers

Robert J. DickeyKeimyung University

Korea TESOL

Second Language Acquisition

• the basis of modern language instruc-tion– a new science (1950s)– many controversies– largely theoretical– mostly unproven

https://elt502ciu.wikispaces.com/file/view/Introducing+Second+Language+Acquisition.pdf

Applied Linguistics

• attempting to put the classic “science” of linguistics to use in language learn-ing

• the basis of modern language instruc-tion– many controversies– largely unproven

http://www.stiba-malang.com/uploadbank/pustaka/MKLINGUISTIK/INTRO%20TO%20APPLIED%20LING.pdf

Language Teaching

• a profession* without its own “science”• borrows from other fields

– Linguistics– Second Language Acquisition– Applied Linguistics– Pedagogy

* some argue that Language Teaching is not a pro-fession because it lacks its own science…

L1 vs. L2

• “Language Instinct” (innate)• L1 mother tongue (acquired)• L2 second or additional language

– “Learned” or “Acquired”?• “studied” consciously (formally or informally)• OR…

– Critical Period Hypothesis /“Sensitive Period”

Acquisition Perspectives

• Grammar approach (Chomsky)– language “settings” for Universal, Trans-

formative, or Generative Grammar– Critical Period is very very early– “grammar” includes vocabulary, pronun-

ciation, sentence structure, other “rules” of a language

• Input approach (Krashen)

Instruction: Explicit or Implicit

• Lecture– Grammatical rules– Vocabulary (homework)

• Practice & Tests– No Mistakes!– Correction quick and clear

• OR…

Robert J. DickeyKeimyung University(Daegu, S. Korea)

[email protected]

CLIL(Content & Language Integrated Learning)

Concepts and Basics

Robert J. DickeyKeimyung University

Korea TESOL

ESOL, EFL, ESL

• English to Speakers of Other Lan-guages

• English as a Foreign Language– expect students to share L1– Teacher speaks students L1?

• English as a Second Language (!!!)– expect students to NOT share L1– usually in “native-speaker land”

CLIL: Defined

• Content: what you want to learn• Language: you also want to learn• Integrated: both are targeted, with

learning objectives for both, through-out the learning process

• Learning: contrast to teaching

CLIL: Conceptually

• “Killing two birds with one stone”• “Learning by Doing”• “Language in Context”

“not talking about language,but using language

to learn language and content”

CLIL: Conceptually

Compare• Language Across the Curriculum• Foreign Language Medium Instruc-

tion (English Medium Instruction)• Content-based Language Instruction• English for Specific Purposes• “Topics” in English (Readings)

Conceptually…

Subject-matterClass (Science)

Subject-matterClass (Science)

Language Class (English)

Language Class (English)

Balance: Content & Language

• Aim– Integrated, Balanced, Throughout

• Reality Teachers & Students have– preference for learning objectives– skills limitations– NO TIME

Balance…

Cognitive Load

Overload

Design in CLIL

• Classroom Methods NOT prescribed• Learner-talk NOT controlled (not

“English-only”)• Focus on –

– Learning Objectives– Teacher-talk (modeling language)– Integration (“learning through the L2”)– ?? Bilingualism ??

Rough-Tuning

Extra-Linguistic Cues

• Body Language• Audio-Visuals• Context (topics, environment, etc)• Bilingual (contrasting?) inputs

– Book in Lx, Lecture in Lz?

• Prior Learning

The Reading

• Why students should care• Specific teaching objectives• Design student responses• Model text (if you want them responding

in English)• Design test (assessment) to match the

teaching objectiveshttp://www.content-english.org/data/dickey-ei.pdf

Discussion

What’s Ahead this week?(with Rob Dickey)

• Communicative Language Teaching – What, Why, How

• Flipped Classrooms, Activity-based Classrooms (task-based)

• Lesson-Planning, Homework, Testing/Evaluation

Robert J. DickeyKeimyung University(Daegu, S. Korea)

[email protected]