So You Want to Teach English as a Second Language

So You Want to Teach English as a Second Language

1. Learn the Acronyms!

   • ELL = English Language Learner
   • SLA = Second Language Acquisition
   • ESL = English as a Second Language

2. What factors influence SLA?

   • The learner's background
     • Naming practices
     • Age
     • First Language Proficiency
     • Previous L2 experience
     • Assessed L2 Level
     • Lkes/Dislikes
     • Academic Success
   • Psychological Factors
     • Motivation
     • Self-Esteem
     • Anxiety
     • Attitudes
   • Our role as educators is to make our students feel comfortable

3. Interlanguage Theory

   • Selinker hypothesis theory 1972, 1991
   • Learner's language is creative
     • It has its own unique rules!
     • Represents a learner variety of the language
   • Draws from three sources
     • the rules from their own language (phonemes)
     • A general knowledge of the way languages work
     • Rules of the new language acquired gradually
   • Allowing students in the classroom to make language mistakes as a learning process

4. Social Constructionist Theory

   • Lev Vygotsky
   • Importance of social interaction in the development of language and thought
   • Need to understand a student's zone of proximal development
   • Teachers have to adapt to the level of the students
   • Learn language and culture through watching behavior
   • Facilitate social interaction between classmates

5. Communicative Competence Theory

   • Homes 1972
   • Competent speakers know when to use language appropriately
     • In each social context
   • Task-Based Learning
     • Having a student write a personal letter
       • Use fun commutative games in class!
   • Requesting, greeting refusing, storytelling, etc.

6. Interactionist Model

   • Long, 1980
   • Peer conversation to enrich learning
     • Students need to hear and enjoy English
   • Face-to-face contact with Native speakers
     • In multiple situations
   • The more they converse, the more they comprehend and break down the language
   • Provide plenty of opportunities for ELLs to converse in pairs with Native speakers

7. Input Hypothesis

   • Krashen, 1985
   • Language needs "comprehensible" input
     • the affective filter hypothesis addresses emotional variables such as anxiety
       • allows the comprehensible input to reach the learner
   • Simple immersion isn't enough on its own
   • As a teacher it is important to assess that the ELLs have comprehended what is being taught

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