1254048
Second Language Acquisition Mind Map
- Stephen Krashen's Input Hypothesis
- In Krashen's theory, basically we
understand what people say as
opposed to how they say it. He also
suggests that anything that helps make
input (or language) comprehensible
helps language acquisition.
- One of the things that I really took away from the video is that simply teaching
vocabulary and such does not really work for ELs. Being an ELA teacher, I will
have to teach vocabulary, but I really need to be conscious of how I do so. I feel
that if just teaching the meaning of words does not work for ELs, then it is also
inadequate for teaching other students as well. I need to provide opportunities
for students to expand and practice their newly found vocabulary. This goes
along with Krashen’s point that anything we can use to make input
comprehensible helps language acquisition: let students draw out their
understanding of vocabulary/new concepts, ask them to write out sentences
using the words correctly, ect.
- Image retrieved from: http://blog.esukhia.org/2013/07/language-production-comprehension/
- Image retrieved from: http://blog.esukhia.org/2013/07/language-production-comprehension/
- One of the things that I really took away from the video is that simply teaching
vocabulary and such does not really work for ELs. Being an ELA teacher, I will
have to teach vocabulary, but I really need to be conscious of how I do so. I feel
that if just teaching the meaning of words does not work for ELs, then it is also
inadequate for teaching other students as well. I need to provide opportunities
for students to expand and practice their newly found vocabulary. This goes
along with Krashen’s point that anything we can use to make input
comprehensible helps language acquisition: let students draw out their
understanding of vocabulary/new concepts, ask them to write out sentences
using the words correctly, ect.
- In Krashen's theory, basically we
understand what people say as
opposed to how they say it. He also
suggests that anything that helps make
input (or language) comprehensible
helps language acquisition.
- Jim Cummins' BICS vs. CALPS
- Cummins theory states that there are three aspects of English language
proficiency: Basic Interpersonal Communicative Skills (BICS), Discrete
Language Skills (DLS), and Cognitive Academic Language Proficiency (CALPS).
BICS are what young children acquire when they are very young; it is the
language that they bring to school with them. In other words, it is their native
speakers of the language. Likewise, DLS are the rule governing aspects of
language. When we look at ELs, they can pick these up really easily/quickly. They
will be able to speak English well because they can decode the language, but
they will not be able to use low frequency words or conventions we very rarely
use in everyday conversation that native speakers can utilize. Finally, CALPS is
our ability to interpret and to produce increasingly complex aspects of the
language. Takes at least five years.
- Traditionally, we teach grammar rules and vocabulary out of context,
so we need to really try to teach it in the context of their use of the
language. Teach the conventions as they are using them in the
classroom. Knowing that EL students learn/develop CALPS so much
later than conversational English, it is so important to avoid thinking
that just because students can speak the language they can read and
write it as well. It is so different. Like Cummins suggests, ELs take
about 5-7 years to catch up on their CALPS. One way I can help
readers and writers in the classroom is to have them read graphic
novels that allow them to use many different skills while helping them
comprehend the story to aid them in reading. I could also use this
concept when they are writing: asking ELs to illustrate a story or text
in addition to writing it out.
- Image retrieved from: http://alittlelanguage.wordpress.com/2011/08/25/bics-and-calp/
- Image retrieved from: http://alittlelanguage.wordpress.com/2011/08/25/bics-and-calp/
- Traditionally, we teach grammar rules and vocabulary out of context,
so we need to really try to teach it in the context of their use of the
language. Teach the conventions as they are using them in the
classroom. Knowing that EL students learn/develop CALPS so much
later than conversational English, it is so important to avoid thinking
that just because students can speak the language they can read and
write it as well. It is so different. Like Cummins suggests, ELs take
about 5-7 years to catch up on their CALPS. One way I can help
readers and writers in the classroom is to have them read graphic
novels that allow them to use many different skills while helping them
comprehend the story to aid them in reading. I could also use this
concept when they are writing: asking ELs to illustrate a story or text
in addition to writing it out.
- Cummins theory states that there are three aspects of English language
proficiency: Basic Interpersonal Communicative Skills (BICS), Discrete
Language Skills (DLS), and Cognitive Academic Language Proficiency (CALPS).
BICS are what young children acquire when they are very young; it is the
language that they bring to school with them. In other words, it is their native
speakers of the language. Likewise, DLS are the rule governing aspects of
language. When we look at ELs, they can pick these up really easily/quickly. They
will be able to speak English well because they can decode the language, but
they will not be able to use low frequency words or conventions we very rarely
use in everyday conversation that native speakers can utilize. Finally, CALPS is
our ability to interpret and to produce increasingly complex aspects of the
language. Takes at least five years.
- Noam Chomsky's Universal Grammar
- According to Chomsky, all human language
rests on building blocks of expression which
include nouns, verbs, adjectives, etc.
- This is really cool. I love just love how language works in
this way. It is really neat because I could use this theory
when teaching grammar/syntax rules. I could possibly use
an activity that uses nonsense words and have students fill
in the words that better complete a passage. I could also
ask students to write sentences with their own nonsense
words and ask them to trade with a partner to see if they
can fill in the blanks. In other words, it would be kind of like
Madlibs or something of that nature. Also, "Jabberwocky"
would be a great model text to use with this theory.
- Image retrieved from:
http://www.nytimes.com/2012/04/08/books/review/language-the-
cultural-tool-by-daniel-l-everett.html?pagewanted=all&_r=0
- Image retrieved from:
http://www.nytimes.com/2012/04/08/books/review/language-the-
cultural-tool-by-daniel-l-everett.html?pagewanted=all&_r=0
- This is really cool. I love just love how language works in
this way. It is really neat because I could use this theory
when teaching grammar/syntax rules. I could possibly use
an activity that uses nonsense words and have students fill
in the words that better complete a passage. I could also
ask students to write sentences with their own nonsense
words and ask them to trade with a partner to see if they
can fill in the blanks. In other words, it would be kind of like
Madlibs or something of that nature. Also, "Jabberwocky"
would be a great model text to use with this theory.
- According to Chomsky, all human language
rests on building blocks of expression which
include nouns, verbs, adjectives, etc.
- Saussure and Structural Linguistics
- Basically, language is built on a series of phonemes, morphemes, and/or
words and they are only defined by the fact that the contrast with other
words, phonemes, and morphemes. The first building block is the sign with
is comprised by the signifier, which is the sounds or letters used to denote
what is being discussed, and the signified, which is the actual concept/idea
of the thing being discussed. In contrast to the signified is the referent,
which is the actual thing being discussed. For example, if a person is
talking about a chair, the signifier would be the word “chair” that would
conjure up a concept to another person of a “chair.” However, the
breakdown occurs when what is signified is not the thing to which is being
referred. In other words, if someone signifies a “chair” in English, the
recipient of it may be an ELL the concept of a “chair” in his/her native
language. This plays into his theory that language is arbitrary.
- I think this is a really important theory to keep in mind when
teaching ELL students, especially in an ELA classroom. So
many of the things we read is filled with figurative language
that can be difficult even for native English speakers. It is so
important to make sure that the ELL students are
comprehending the material. I think this would also be a
great way to exercise nonsense words.
- Image retrieved from: http://www.clas.ufl.edu/users/rthompso/interactionquestions.html
- Image retrieved from: http://www.clas.ufl.edu/users/rthompso/interactionquestions.html
- I think this is a really important theory to keep in mind when
teaching ELL students, especially in an ELA classroom. So
many of the things we read is filled with figurative language
that can be difficult even for native English speakers. It is so
important to make sure that the ELL students are
comprehending the material. I think this would also be a
great way to exercise nonsense words.
- Basically, language is built on a series of phonemes, morphemes, and/or
words and they are only defined by the fact that the contrast with other
words, phonemes, and morphemes. The first building block is the sign with
is comprised by the signifier, which is the sounds or letters used to denote
what is being discussed, and the signified, which is the actual concept/idea
of the thing being discussed. In contrast to the signified is the referent,
which is the actual thing being discussed. For example, if a person is
talking about a chair, the signifier would be the word “chair” that would
conjure up a concept to another person of a “chair.” However, the
breakdown occurs when what is signified is not the thing to which is being
referred. In other words, if someone signifies a “chair” in English, the
recipient of it may be an ELL the concept of a “chair” in his/her native
language. This plays into his theory that language is arbitrary.
- The Threshold Hypothesis
- The threshold hypothesis basically states that for a
person to successfully learn a second language that
there must be a certain level of mastery of his/her first
language.
- This really makes so much sense, and I
don't know why I have not thought of it
before. I think the best thing to do in this
case is to have someone come in and test
any ELL student in your classroom on
his/her knowledge of his/her native
language so that you can adequately teach
them English. I do not know exactly how
this would be done, but it is really cool and
goes along with my theory of
pretesting/surveying students knowledge
and skills.
- Image retrieved from:
http://autumnfld.wordpress.com/2011/11/21/ways-to-help-a-latino-student-in-bilingualesl-classroom/
- Image retrieved from:
http://autumnfld.wordpress.com/2011/11/21/ways-to-help-a-latino-student-in-bilingualesl-classroom/
- This really makes so much sense, and I
don't know why I have not thought of it
before. I think the best thing to do in this
case is to have someone come in and test
any ELL student in your classroom on
his/her knowledge of his/her native
language so that you can adequately teach
them English. I do not know exactly how
this would be done, but it is really cool and
goes along with my theory of
pretesting/surveying students knowledge
and skills.
- The threshold hypothesis basically states that for a
person to successfully learn a second language that
there must be a certain level of mastery of his/her first
language.
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