NEEDED: A New Approach to Second Language Learning

1. NEEDED: A New Approach to Second Language Learning By Cora M. Roush

2. Why is L2 learning important? • Knowledge of more than one language leads to academic, cognitive, and cultural benefits. • L2 learners are provided with the ability to communicate with more people due to a better understanding of other cultures, geographies, and histories. • L2 learners obtain new perspectives which promotes respect and understanding for other cultures. • L2 learners have access to a greater number of career possibilities and are provided with a competitive advantage in the work force of our global economy. • All of the above

3. The Challenges of L2 Education • Students in the U.S., when compared to students in much of the world, lag far behind in their L2 capabilities. • The U.S. often does not look beyond its own borders for new ideas in education, “perhaps because many Americans view their country as a global leader, always on the front of social innovation” (Christian, et. al., 2005, p. 226).

4. More than ___% of adults in Europe speak a L2 fluently and only about ___% of adults in the U.S. are highly proficient in a L2. • 75...20 • 64...15 • 50...9 (Christian, et. al., 2005, p. 226).

5. The Challenges of L2 Education, cont. • The curricula in L2 classrooms in the U.S. fail to prepare students for engagement in target languages in the real world (Brown, 2009). • The schools in the U.S. profoundly underestimate their students’ capacity for L2s.

6. True (A) or False (B) • Students in many other countries are required to begin learning additional languages in the elementary school, and the students of the U.S. are typically not offered L2 classes until secondary school.

7. True (A) or False (B) • In countries that take languages seriously, L2s are often accorded the same status as mathematics, reading, and writing and are required for school exit examinations and university entrance. (Christian, et. al., 2005)

8. The Challenges of L2 Education, cont. • There is a need to strengthen the L2 skills of the students in the U.S. so that they can: • achieve the level of L2 proficiency that students in other countries are obtaining • compete with students in the rest of the world

9. Commonly Used L2 Teaching Methods in the U.S.

10. Technology Use in L2 Education • The use of technology has proven to: • enrich the learning environment of the L2 classroom; • help teachers & students meet the Five Cs put forth by the ACTFL (Castleberry & Evers, 2010)

11. Universal Design for Learning (UDL) • Used to integrate technology in the L2 classroom • The 3 principles of UDL are to support learning by providing multiple, flexible methods of • (a) presentation, • (b) expression and apprenticeship, and • (c) options for engagement (Castleberry & Evers, 2010)

12. Technology Use in L2 Education, cont. • CDs (music) • Audio books (literature & listening comprehension) • DVDs (films with subtitles & linking spoken and written words to actions and images) • Blogging • Class Wiki • Webquests • Virtual field trip • Class webpage • Graphic organizers • Presentation software (write a digital story and illustrating it with digital photos)

13. Technology use employs student-centered endeavors that have the potential to… • change cultural attitudes • increase knowledge and awareness of other cultures • foster language acquisition • boost student interest and motivation in language and cultural studies (Wang, 2005)

14. References • Asher, James J. (1993). Learning another language through actions. Los Gatos, CA: Sky Oaks • Productions. •  Bacon, S. (n.d.). Communicative language teaching. Retrieved from • http://coe.sdsu.edu/eet/articles/comlangteach/start.htm •  Brown, N. A. (2009). Argumentation and debate in foreign language instruction: A case for the • traditional classroom facilitating advance-level language uptake. The Modern Language • Journal (95)(4). Retrieved from ERIC Ebsco database. •  Castleberry, G. & Evers, R. (2010). 20 ways to incorporate technology into the modern • language classroom. Intervention in school and clinic, 45(3), 201-205. DOI: • 10.1177/1053451209349535. • Christan, D., Pufahl, I., & Rhodes, N. (2005). Fostering foreign language proficiency: What the • U.S. can learn from other countries. Phi Delta Kappan. Retrieved from ERIC Ebsco • database. •  Galloway, A. (1993). Communicative language teaching: an introduction and sample activities. • Retrieved from CAL Digests Website: http://www.cal.org/resources/digest/gallow01.html • Glew, Margo (2001). Why offer instruction in the less commonly taught languages?. Clear • News. 5, 1-6.

15. References, Continued • Hamayan (1996). Foreign languages: an essential core experience. Retrieved from • http://www.utm.edu/departments/french/flsat.html • Lozanov, G. (1999). Methodologies in foreign language teaching. Retrieved from • http://www.linguistics.com/methods.htm •  Marcos, K. (1998). Why, how, and when should my child learn a second language?. • Retrieved from • http://www.kidsource.com/kidsource/content3/second.language.p.k12.2.html •  Mora, J. K. (2002). Second-language teaching methods. Retrieved from • http://coe.sdsu.edu/people/jmora/almmethods.htm • Omari, Deena R. (2001, July). A comparison of foreign language teaching methods: total • physical response versus song/chants with kindergartners. Retrieved from • http://eric.ed.gov/ERICDocs.pdf •  Van Handel, D. (2004). Universal instructional design and world languages. Equity & Excellence • in Education (37). Retrieved from ERIC Ebsco database. •  Wang, L. (2005). The advantages of using technology in second language education: • technology integration in foreign language teaching demonstrates the shift from a • behavioral to a constructivist learning approach. T.H.E. Journal, 32(10), 1-5. Retrieved • from ERIC database. •  The Washington Times. (2008). ANALYSIS: U.S. must strengthen foreign language education. • Retrieved from http://www.washingtontimes.com/news/2008/dec/26/us-must-strengthen • foreign-language-education/