TYL Week 2: Theories and L1 Development

1. TYL Week 2:Theories and L1 Development

2. Announcements • Marla’s class (pronunciation): you’ll meet at your usual time • Take a piece of orange paper from the plastic bag! • Friday’s workshop with Vera will start at 2:10.

3. Objectives • I can • Explain how the ideas of the following people relate to teaching young learners: • Vygotsky, Bruner, Piaget, and Gardner • Describe the similarities and differences between L1 and L2 acquisition.

4. Agenda • Mix to Music (warm-up) • Graffiti Brainstorming • Learning and development theories • Jigsaw Reading: • Differences between L1 and L2 acquisition

5. Mix to Music(Name tags)

6. Mix to Music • Music starts=walk around • Music stops=find a partner • Shake hands. • Share: • My name is _____. • I drew a ________ because _________.

7. Reflect: • What did you think about Mix to Music? • Strengths? • How could you adapt Mix to Music to different EFL activities? • Possible problems?

8. Chapter 1: Learning and Development

9. Activity 1: Graffiti Brainstorming • Purpose: • Review Chapter 1 in a collaborative way (co-constructing meaning) • Apply Chapter 1’s ideas to real classroom issues

10. Step 1: Take a pencil! • You’ll meet with your color group next to your color. • Notice: 1-4 on one side of the room • 5-6 on the other side

11. Graffiti Brainstorming: Review • Get into your groups. • Decide who will be the first writer. • Talk for 1 minute: What will you write? • Write for 2.5 minutes! • = Change poster (A to B, B to C, C to A) • change writer

12. Home Paper:Finish up! • Go to your “home” paper • Read what others wrote • Add any missing information • write a ? next to ideas you’re not sure about

13. Home Paper:Application Task • Apply=take your knowledge and apply it to real life

14. Home Paper:Application Task • Talk to your partners: • How can teachers apply these ideas in the second language classroom? How can these ideas inform our actions and decisions? • Give examples • Take short notes on the paper

15. Home Paper:Share with ½ of the class! • Choose 1 idea that is the most important for teachers to remember • Choose a spokesperson • This person will share the idea with ½ of the class!

16. Home Paper:Share with ½ of the class! • Go to Poster A on your side of the room. • Poster A Spokesperson=explain your 1 important idea • Go to Posters B and C; repeat

17. Reflect: • What did you think about Graffiti Brainstorming? • Strengths? • How could you adapt this to an EFL context? • Possible problems?

18. Ideas to remember when you’re teaching . . .

19. Idea 1 • Children can’t always use new information that they’re told; they have to participate in constructing knowledge through action

21. What do you think the percentages are?

23. Confucius said . . . • “I hear and I forget. • I see and I remember. • I do and I understand.”

24. Idea 2: • Piaget's theory [of Cognitive Development] implies that there is no sense in teaching material to a child until they reach a certain level of maturity because are not able to process it any earlier. • How does this apply to what we teach in ESL/EFL contexts?

25. Younger Children = Need Context—Not Abstraction • Need: • Pictures, manipulatives, TPR, video—help them understand ideas • This is good practice for ALL learners—not just kids! • Abstract thinking that younger children can’t understand well: abstract rules (grammar); language analysis; multi-step directions

26. Idea 3 • We generally go from more egocentric to less egocentric. • How does this relate to the teaching of young language learners? How might this affect their behavior?

27. Idea 4 • As teachers, we must be conscious that every student has a different Zone of Proximal Development. In modern educational jargon, this means differentiation. Educators must design lesson plans that cater to the needs of individual students.

28. Differentiating: Some simple ideas • Give students a choice for the ways they show their learning • Example: After reading a story, students can either make a poster about it, write and perform a short dialogue, make a test for their classmates, etc. • Heterogeneous grouping • Place higher and lower students together

29. Differentiating: More Ideas • Vary questioning • Higher students: More difficult questions • Lower students: Easier questions • Reading • Lower students: Give them the entire paragraph • Higher students: White-out some of the paragraph’s words; they must guess what goes in the blank

30. Idea 5: Scaffolding • Single most important idea for ESL! • Break a task or lesson down into smaller parts • How will you explain the parts? • What visuals will you use? • How will you make it simple and easy to understand? • How will you help the struggling students to be successful?

31. Idea 6: Attention Span • Attention: Correlates with age • 5 years old = 5 minutes • 6 years old = 6 minutes • **This is not for things that are highly interesting for kids • You need many changes of state

32. L1 and l2 acquisition

33. Question: What can L2 teachers learn from the L1 process? • P. 18-19 -- PINK • “Universal Processes in Language Learning” • P. 19 -- BLUE • “The Role of Input and Interaction” • P. 20-21 -- ORANGE • “The Achievements of the First 5 Yrs”—Paragraphs 1 and 2 • P. 21 -- PURPLE • “The Achievements of the First 5 Yrs”—Paragraphs 3 and 4

34. Order of Acquisition

35. Input and Interaction: Caregiver Speech / Comprehensible Input Parentese video How to Speak Parentese

36. Babies: At first, they don’t speak • L2: Stephen Krashen: “Silent Period” • Like infancy in L1: Listening and absorbing • L2: Building up confidence and resources

37. 5-year old native English speakers • Still make grammar mistakes! • He goed to the store.* • Where you going?* • He like* singing. • Two apples and banana please.* • I seen a little dog.*

38. Brain Breaks • Jump-n-Spell • Slap Count • X and O • Cha Cha Slide • 1st grade

39. Homework • 1. Read article and 1st part of Ch. 6 • 2. Answer questions • 3. Watch lecture

40. Let’s Revisit the Objectives • I can • Explain how the ideas of the following people relate to teaching young learners: • Vygotsky, Bruner, Piaget, and Gardner • 1=really well, 2=well, 3=so-so, 4=a little, 5=not at all • Describe the similarities and differences between L1 and L2 acquisition. • 1=really well, 2=well, 3=so-so, 4=a little, 5=not at all

41. 3 W’s Reflection