Dos mundos Comunicación y comunidad Natural Approach, A Communicative Methodology

1. Dos mundosComunicación y comunidadNatural Approach, A Communicative Methodology Jeanne Egasse Irvine Valley College jegasse@ivc.edu www.ivc.edu/spanish 949.451.5338

2. Overview of Foreign Language Methodology • Natural Approach 200,000 BCE -1300 • Grammar Translation 1300-1970 • Audio-lingual 1955-1985 • Direct Method 1965- • Communicative Approaches 1975-2006: TPR, Natural Approach, Task-Based

3. Second Language Acquisition • Learner must use strategies to comprehend data in the new language. • Learner must use that data to produce utterances while learning to comprehend more complex data. • Learners use the new data to gradually create an automatic linguistic system. • Linguistic competence comes not from memorizing a small set of grammar rules, but from dynamic interaction between the leaner and the linguistic and cultural input that he/she receives and understands.

4. L1 and L2 Acquisition:Similarities and Differences Learners need to hear and process large amounts of comprehensible language. Learners pass through developmental stages: comprehension, one- and two-word utterances, longer phrases and sentences while reforming their own grammar. Overt correction of errors has little impact on language acquisition. Motivation to communicate plays a key role. Different learners acquire at different rates. Few L2 learners ever acquire native-like competence in the new language. All L1 learners eventually acquire their native language (10-12 years).

5. Implicit versus Explicit Knowledge Implicit knowledge (Krashen’s Acquisition) The subconscious knowledge that L1 speakers have of the grammar of their native language. This is the knowledge that L2 speakers gradually acquire when given enough comprehensible input. Explicit knowledge (Krashen’s Learning) The system of language rules that native speakers or students learn through formal instruction and drill.

7. Aiming for Meaning Primary goal of Dos mundos is to provide interesting aural and written input. Meaningful input helps students to understand and to integrate both vocabulary and grammar into their developing language system. Appropriate input = student’s level + 1.

8. Are You Listening? Comprehension precedes production in both L1 and L2 acquisition. Students’ ability to use new vocabulary and grammar is directly related to the opportunities that they have had to interact aurally, orally and visually with Spanish. Students need many opportunities to comprehend and interact in controlled meaningful contexts before they can express meaning independently.

9. Taking Our Time

10. We All Make Mistakes Error correction does not affect implicit knowledge. Errors are part of the language acquisition process. Error correction does affect explicit knowledge. We may change our conscious version of the rule, and with enough time, may be able to edit our written or spoken output. (Krashen’s Monitor Theory) Error correction may also help us to perceive structures in the input and thereby acquire them more readily.

11. Which grammar?

12. Speak Your Mind Practice conversations with non-native speakers allow students to try out their new skills in a non-threatening environment. Talking with native speakers or with other L2 learners promotes negotiation of meaning. Frequent paired or small group activities create an important sense of community. Native speakers provide learners with additional input through extended discourse.

14. Relax and Let it Happen Naturally Students acquire language best in a low-anxiety environment and when they are engaged with the material. Instructor’s task is to create a relaxed classroom environment full of positive cultural experiences. Instructor shows students that learning a new language is both possible and enjoyable.

15. It Takes a Community Paired activities and small group work provide valuable oral interaction, help to lower the affective filter and create a sense of classroom community. People acquire their 1st and 2nd languages as part of a larger language community. Diálogos, Diálogos abiertos, Entrevistas, Intercambios, Y tú, ¿qué dices?, Descripción de dibujos, Narración, ¡Cuéntenos usted!

17. A Place for Grammar Some students can utilize formal knowledge of grammar to make input more comprehensible. Formal study of grammar helps students to edit their production. They use their conscious knowledge of rules to help them edit their written work. A gentle focus on form may help some students to recognize gaps in their new language and achieve more accuracy.

18. Language with a Purpose Goal of a Dos mundos Spanish class is proficiency in basic communication skills: listening, speaking, reading and writing. Cultural information helps students communicate with native speakers. Grammatical accuracy is part of communicative proficiency but it is not the primary goal.

19. Teaching Naturally

20. Stage 1 • Activities are teacher-centered to give students opportunities to hear and comprehend the new language. • Instructor modifies speech to emphasize key words and uses gestures and sound effects to provide extra linguistic meaning. • Instructor engages students in TPR. • Instructor uses visual aids (PowerPoint presentations, laminated photos, props) to provide comprehensible input. • Instructor uses question techniques: • yes/no questions. • questions that can be answered with a classmate’s name. • questions that can be answered by a single word.

21. Stage 2 • Activities are both teacher-centered and student-centered. • Instructor expands student responses naturally. • Instructor uses question techniques: • true/false questions. • either/or questions. • open-ended questions. • Students begin to use dialogs, guided interviews, chart and autograph activities in directed group work.

23. Stage 3 • Activities are increasingly student-centered. • Instructor modifies speech less as student comprehension grows. • Students engage in longer Entrevista, Conversación, Preferencias, Narración, Descripción de dibujos, Dígalo por escrito and ¡Cuéntenos usted! activities. • Students work with authentic materials: Del mundo hispano and Enlace literario. • Instructor adds music and video to comprehensible input.

25. Getting Started Create PowerPoints for basic vocabulary. Read margin notes in Instructor’s Edition. Assemble a Picture File. Read Instructor’s Manual.

26. A BalancedNatural Approach Class • Communicative Activities and Culture 80% • Actividades de comunicación • Ventanas culturales • Ventanas al pasado • ¡Cuéntenos usted! • Videoteca • Actividades del IRK • Sobre el artista • Cronologías • ¡Ojo! • Refranes • Enlace literario • Grammar 20% • explanations of assigned grammar (in Spanish • review of exercises (in Spanish) • grammar review with Dos mundos website • grammar review with CD ROM

27. BalancedAssignments • Communicative Assignments 80% • Actividades auditivas • Actividades escritas, • Dígalo por escrito • Lecturas • Actividades del Internet • Grammar Assignments 20% • Ejercicios de gramática • Grammar review on Dos mundos website or with CD ROM

29. Dos mundos Flexible first and second year materials

30. Dos mundos textbook • Student and instructor edition with margin notes • Visual vocabulary displays and activities • Communication activities • Cultural and historical readings • Literary selections • Vocabulary list • Self-correcting grammar exercises • Appendices: verb charts, grammar summary, spelling and pronunciation summary, grammar key • Frases útiles y frases de cortesía • Maps of Spanish-speaking countries

31. Instructor’s Manual • Walk-through of Pasos and Chapter 1 • Overview of Second Language Acquisition • Comprehensive guide to teaching comprehension, speaking, reading, writing and culture • Expanded instructor notes for each chapter with input techniques and many additional activities for teaching vocabulary and grammar

32. Cuaderno de actividades • Actividades escritas – guided writing practice (assigned). • Resumen cultural - summary of chapter cultural information (assigned) • Actividades auditivas – listening comprehension (assigned) • Pronunciación y ortografía (assigned) • Videoteca (in class) • Lecturas (in class or assigned)

33. Instructor’s resource Kit (IRK) Supplementary activities • Information gap • Autograph • Veinte preguntas • Charts • Crosswords • Lotería cultural • Internet activities • Games

34. Test Bank • Sample Chapter Exams • Alternate Activities for Exams • Contextualized Exams

35. Student site Vocabulary quizzes Grammar quizzes Los amigos animados Actividades auditivas Flashcards Audio Lecturas Instructor site All student content Electronic Cuaderno IRK Instructor’s Manual Audio script Digital transparencies PageOut - web page template www.mhhe.com/dosmundos6

36. Dos mundosNational Standards for Foreign language Education • Communication – Actividades de comunicación provide students with opportunities to engage in basic interpersonal communication in many semantic areas. • Cultures - Cronologías, Sobre el artista, ¡Ojo!, Lecturas, ventanas culturales, Ventanas al pasado, Enlaces literarios, Vida y cultura. • Connections – Authentic cultural materials and activities help students to make connections between language and cultural traditions. • Comparisons – Preface to Dos mundos helps students understand the language learning process. Frequent reentry of grammar with short self-correcting exercises help students to compare and contrast their own language with Spanish. • Communities – Ventanas culturales: Nuestra comunidad, Conexión a la comunidad, and Internet activities all encourage students to make connections with the larger community of Spanish-speakers.

37. Natural Approach: A Checklist • Instructor speaks in the target language, emphasizing comprehension. • Instructor guides students through the three stages of acquisition. • Instructor responds to the message in student speech, not the form. • Student speech errors are accepted as a a normal part of language acquisition. • Instructor naturally expands incomplete utterances or those with many errors. • Instructor creates a sense of classroom community through directed pair, group and whole class activities that encourage students to share experiences. • Students believe that they will be successful in communicating with native speakers. • Instructor provides a balance between communicative (80%) and grammar (20%) activities. • Students are evaluated on their ability to understand and communicate successfully.