So You Want to Teach English as a Second Language

per0006
Mind Map by per0006, updated more than 1 year ago
per0006
Created by per0006 about 4 years ago
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My mind map for my CTRD5003 Class
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So You Want to Teach English as a Second Language
1 Learn the Acronyms!
1.1 ELL = English Language Learner
1.2 SLA = Second Language Acquisition
1.3 ESL = English as a Second Language
2 What factors influence SLA?
2.1 The learner's background
2.1.1 Naming practices
2.1.2 Age
2.1.3 First Language Proficiency
2.1.4 Previous L2 experience
2.1.5 Assessed L2 Level
2.1.6 Lkes/Dislikes
2.1.7 Academic Success
2.2 Psychological Factors
2.2.1 Motivation
2.2.2 Self-Esteem
2.2.3 Anxiety
2.2.4 Attitudes
2.3 Our role as educators is to make our students feel comfortable
3 Interlanguage Theory
3.1 Selinker hypothesis theory 1972, 1991
3.2 Learner's language is creative
3.2.1 It has its own unique rules!
3.2.2 Represents a learner variety of the language
3.3 Draws from three sources
3.3.1 the rules from their own language (phonemes)
3.3.2 A general knowledge of the way languages work
3.3.3 Rules of the new language acquired gradually
3.4
3.5 Allowing students in the classroom to make language mistakes as a learning process
4 Social Constructionist Theory
4.1 Lev Vygotsky
4.2 Importance of social interaction in the development of language and thought
4.3 Need to understand a student's zone of proximal development
4.4 Teachers have to adapt to the level of the students
4.5 Learn language and culture through watching behavior
4.6 Facilitate social interaction between classmates
4.7
5 Communicative Competence Theory
5.1 Homes 1972
5.2 Competent speakers know when to use language appropriately
5.2.1 In each social context
5.3 Task-Based Learning
5.3.1 Having a student write a personal letter
5.3.1.1 Use fun commutative games in class!
5.4 Requesting, greeting refusing, storytelling, etc.
5.5
6 Interactionist Model
6.1 Long, 1980
6.2 Peer conversation to enrich learning
6.2.1 Students need to hear and enjoy English
6.3 Face-to-face contact with Native speakers
6.3.1 In multiple situations
6.4 The more they converse, the more they comprehend and break down the language
6.5
6.6 Provide plenty of opportunities for ELLs to converse in pairs with Native speakers
7 Input Hypothesis
7.1 Krashen, 1985
7.2 Language needs "comprehensible" input
7.2.1 the affective filter hypothesis addresses emotional variables such as anxiety
7.2.1.1 allows the comprehensible input to reach the learner
7.3 Simple immersion isn't enough on its own
7.4
7.5 As a teacher it is important to assess that the ELLs have comprehended what is being taught
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