Organic Language Acquisition Kinesthetic Immersion

1. Organic Language Acquisition Kinesthetic Immersion Darcy Rogers

2. TAUGHT vs LEARNED / ACQUIRED

3. How did we learn our first language? Copied it speaking it hearing it all the time hearing it repitition DOING IT being shown it Watching it listening to it songs, televisión, libros, practicing writing

4. Environment is focused on: Kinesthetic Communicative Positive Immersion **simulating How we actually ACQUIREDa language

5. THE COMPREHENSION HYPOTHESIS:The centerpiece of the theory We acquire a language when we understand messages. TWO AMAZING FACTS about language acquisition: Effortless: no energy, no work Involuntary: given comprehensible input you must acquire, you have no choice.

6. Making meaning S -> E -> M S -> M

7. Complaints about comprehensible input methods Students make a lot of mistakes • -You can hear, because they’re talking • -Obligatory errors!! CI leads to a lowering of standards • -Actually, more continue to higher levels • -Depth over Breadth, better foundation Not enough ‘academic language’ • -True

8. Errors = Progress

9. Output hypothesis Merrill Swain What is The Output Hypothesis? • The output hypothesis claims that the act of producing language (speaking or writing) constitutes……part of the process of second language learning.

10. This means that the dialogue learners engage in takes on new significance. In it, we can observe learners operating on linguistic data –– operations that move inward to become part of the participants own mental activity. In dialogue with others, we see learning taking place. (Donato & Lantolf 1990; Lantolf 2000a; Swain 2001).

11. Traditional progression

12. Acquisition progression

13. Change the STRUCTURE PHySicAL SpAce Tools needed to communicate: -expressions -key phrases

14. M

17. At beginning levels Making the environment safe and fun!!! Allowing students to have the forum to make mistakes Learning from their mistakes Leading topics of discussion

18. Advanced levels (III/IV) • Pose essential questions that students have to attempt to answer, and have evidence to prove their position. • Students do: • research • share findings • prove their opinions

19. Some questions, such as ‘what is the solution to poverty?’ may not have an answer, but students must discuss: • poverty cycles • show statistics • talk about causes • discuss economic and weather influences to poverty, both locally and internationally.

20. TEACHER AS COACH STUDENTS AS WORKERS *Teachers are merelyguideswholeadstudentsdownthepathoflanguagelearning, andenablethemtobecometeachersofothers. *Teachersprovidetheenvironmentwheretruelanguageacquisitionhappens.

21. Levels achieved through proficiency based teaching(kinesthetic, communicative, immersion model)

22. Spanish I – NM Spanish II – NH Spanish III – IL Spanish IV – IM

23. ACTFL Level ExpectedOLA Students • Spanish I NM NM / NH • Spanish II NH NH / IL • Spanish III IL IL / IM • Spanish IV IM IM / IH

24. ACTFL levels by Method Communicative (Interactive activities, textbook english by teacher)  

25. ACTFL levels by Method Method (immersion, interactive, Spanish by teacher and students)

27. Crossing thresholds Novice to Intermediate Intermediate to Advanced

28. Success is dependent on 2 factors: FULL PARTICIPATION SPANISH IMMERSION

30. Responsibility of learner • BE accountable to the whole class • Be positive and helpful • Participate fully • Be prepared every day • Stay in Spanish • Be interested and passionate

31. You're in charge of the quantity of Spanish you learn. Consciously choose what you bring to class... NOTE:

32. Culture

33. Academic Benefits ‘Foreign language lessons…particularly immersion…improve academic performance later on..and can help students…prepare for a more globalized economy’ -Morton

34. Academic Benefits Skills gained during language acquisition transfer to all languages a person will learn -Chen

35. Advantages By 1st and 2nd grade, children who entered as preschoolers can understand academic language and read and write in both languages as well. Direct quote (Soderman)

36. Advantages In Immersion programs children develop literacy in the Immersion language, then develop a complete understanding of the language. Chen