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Rapid Rise Tailored Treatment (R2T2): Fast Tracking the “Fast Tracks” Presented by:

Rapid Rise Tailored Treatment (R2T2): Fast Tracking the “Fast Tracks” Presented by: Richard D. Brecht CASL Executive Director. Paradigm shift in language training. Selection. Tracking. 2. Language BHAG : B ig, H airy, A udacious G oal.

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Rapid Rise Tailored Treatment (R2T2): Fast Tracking the “Fast Tracks” Presented by:

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  1. Rapid Rise Tailored Treatment (R2T2): Fast Tracking the “Fast Tracks” Presented by: Richard D. Brecht CASL Executive Director

  2. Paradigm shift in language training Selection Tracking 2

  3. Language BHAG: Big, Hairy, Audacious Goal Doubling the effectiveness of language programs: • Double proficiency output • Halve the time • Halve the attrition

  4. Fast tracks • Immersions • Cross/conversion training

  5. Immersions: the “Magic Bullet” … if there ever was one • “Procedural” vs. declarative • “Episodic” vs. “semantic” memory • “Implicit” learning • Lexical • Grammatical (e.g., Russian aspect) • Pragmatics

  6. Richer concept of immersions • Authentic • In-country • Heritage communities • Constructed (iso-immersions) • Domestic living • On-the-job • “Virtual”

  7. “Immersion” vs. “Submersion • Targeted learning experience • “Controlled” building block of language learning career • Three components: • Preparation • Immersion • Debrief • Assessable

  8. Characteristics of environments

  9. Requires enhanced cognitive/executive control mechanisms • Selective attention • Inhibition • Working memory (e.g., rehearsal) • Metacognition (e.g., monitoring) • Task initiation, interruption, switching • Individual goal setting

  10. “Executive function” for immersion training Rich: Ability to deal with cognitive load, ambiguity, short-term memory demands, etc. Real: Metacognitive abilities (task switching, inhibition) to deal with language and “living” tasks Relative: Individual goal setting, affective and motivational variables 10

  11. Cross/Conversion Training • Learners establish links between L3 languages and previously learned languages • Learners with high proficiency of similar languages transfer more linguistic knowledge to the L3 • For production, high level of proficiency in L2 required • Bilinguals know how to learn a language

  12. Cognitive aspects of L3 learning • General cognitive advantages of bilingualism • Perception and recognition of new information always takes place in reference to previously acquired knowledge • Focus and inhibition critical • Metacognitive awareness • Learner autonomy

  13. Aptitude-by-Interaction (ATI): Add value to fast track environments Three components: • Assess aptitude and devise cognitive profiles • Improve cognitive profiles (executive control/working memory training) • Base learning and teaching on cognitive profiles

  14. Learning and teaching based on cognitive profiles • Adapt learner to learning environments (life-long learning management) • Adapt learning environments to learner’s cognitive abilities (classroom and curricular designs)

  15. Examples of pedagogical adaptations to cognitive profiles (from proven correlations in research literature) • Audio-visual, analytic, functional instruction • Structural and situational instructional methods • Oral error correction and non-correction • Meta-linguistic feedback • Deductive, inductive, structured input • Traditional classroom-based conversation vs. “chat-room” • Recasts vs. meta-linguistic comments • Study abroad and at-home classroom (e.g., phonological working memory) • Lexicon type-token relationship

  16. Questions? rbrecht@casl.umd.edu

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