The Multiplier Effect of Language Learning

1. The Multiplier Effect of Language Learning ELT Horizons 2013 Mary Lou McCloskey, Ph.D. Atlanta, Georgia, USA mlmccloskey@gmail.com Handout: www.mlmcc.com

3. What Children Bring

4. Children Bring… • Innate “programming”to acquire language (Chomsky , Pinker, 2000) • Critical Period for language acquisition?

5. Assimilation Kitty

6. Assimilation Kitty

7. Accommodation Doggie Kitty

8. Critical Period?

9. The Effects of Learning an Additional Language

10. 1. The Obvious EffectsThe ability to- talk to more people, - read more books, - experience other cultures

11. Language use on the Web techinasia.com Mary Lou McCloskey, 2005 www.mlmcc.com

12. 2. Cognitive Effects for Young Learners

13. Recent Studies of the Brain

14. Differences in brain activity during language tasks between adults (18-35) and children (7-10)(Schlagger et al 2002) • Children had more activity in left extrastriate cortex • Adults had more activity in left frontal cortex.

15. Language Areas of the Brain(Kim, 1997) Broca’s Area: Wernicke’s Area

16. Differences in where language is processed: • Languages learned early in life: Processing occurs in overlapping regions of Broca’s and Wernicke’s Areas • Languages learned later: Wernicke’s Area for what words mean; Broca’s Area for grammar and syntax. Wernicke’s Area Broca’s Area: Mary Lou McCloskey, 2005 www.mlmcc.com

17. Piagetian Stages and Brain Development Stages (Sprenger, 1999) Mary Lou McCloskey, 2013 www.mlmcc.com

18. 3. Expanded ability to learnand manage learning

19. Cognitive flexibility Some aspects of cognitive development accelerate to manage two languages Improves “executive function” –ability to organize, plan, prioritize, shift attention, suppress habitual responses Mary Lou McCloskey, 2005 www.mlmcc.com

20. How reading changes language learning

21. School performance of students learning a second language

22. Learning additional languages

23. 7. Refined cultural awareness and adeptness; cognitive flexibility

24. 3. Cognitive Effects for Older Learners Mary Lou McCloskey, 2005 www.mlmcc.com

25. Color-Shape Task-Switching Game Mary Lou McCloskey, 2005 www.mlmcc.com

26. Bilingual Fountain of Youth! Older adult bilinguals show greater cognitive flexibility Mary Lou McCloskey, 2005 www.mlmcc.com

27. Bilingual elders dementia diagnosis 3-4 years later Mary Lou McCloskey, 2005 www.mlmcc.com

28. When to Start EFL? • Why start early? • Potential for native-like pronunciation • Easy and natural acquisition of language structures during critical period • Opportunity to develop positive attitudes toward the language • Cognitive advantages for life Mary Lou McCloskey, 2005 www.mlmcc.com

29. When to Start EFL? • Why wait? • Older learners can learn very rapidly and effectively using their higher-level cognitive abilities • Native-like pronunciation is not necessary for effective communication • Resources may be better used to provide needed quality and intensity for older learners • There may be concern about language loss of L1 if English use is highly prevalent Mary Lou McCloskey, 2005 www.mlmcc.com

30. When to Start EFL? • It depends on quality and model • Quality of program and of teaching are the most important variables • Many effective bilingual models, but • Balanced bilingual model shows most positive results Mary Lou McCloskey, 2013 www.mlmcc.com

31. Principles for developing a new language (with demonstrations)

32. Principle 1 Offer learners enjoyable, active roles in the learning experience

33. Principle 1 Offer learners enjoyable, active roles in the learning experience Example: Lineups

34. Principle 2 Help students develop and practice language through collaboration

35. Principle 2 Help students develop and practice language through collaboration Example: I have, who has?

36. Principle3 Use multi-dimensional, thematically-organized activities

37. Principle3 Use multi-dimensional, thematically-organized activities Example: The Camel Dances by Arnold Lobel

38. Principle 4 Provide comprehensible input with scaffolding

39. Principle 4 Provide comprehensible input with scaffolding Example: Anticipation Guide

40. Anticipation Guide

41. Principle 5 Integrate language with content

42. Integrate language with content Example: pirouette arabesque relevé

43. : The Camel Dances

44. Principle 6 Validate and integrate language and culture learners bring

45. Validate and integrate language and culture learners bring • “Right there” questions What was the camel’s goal? • “Think and Search” questions What steps did the camel take to reach her goal? • “Author and You” questions Why did the author choose to tell this story with animals instead of people? • “On your Own” questions Is it more important to do what you’re good at or what you love? What changes might you make to this story to make it more relevant in your culture?

46. Principle 7 Provide clear goals and feedback on performance

47. Principle 7 Provide clear goals and feedback on performance

48. Principle 8 Develop learners own strategies for language development

49. Develop learners own strategies Examples from today’s activities: • Take notes • Use an advance organizer (Anticipation Guide) • Use a rubric • Ask and answer questions for various purposes • Discuss selection using QAR • Form a line based on personal info

50. Implications & Considerations