Organic Language Acquisition Kinesthetic Immersion
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Transcript of Organic Language Acquisition Kinesthetic Immersion
Organic Language Acquisition Kinesthetic Immersion
Darcy Rogers
TAUGHT
LEARNED / ACQUIRED
vs
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
Environment is focused on: Kinesthetic
CommunicativePositive
Immersion
**simulating How we actually ACQUIRED a language
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 workInvoluntary: given comprehensible input you
must acquire, you have no choice.
Making meaning
S -> E -> M
S -> M
Complaints about comprehensible input
methodsStudents 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
Errors = Progress
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.
• 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).
Traditional progression
Acquisition progression
Change the STRUCTURE
PHySicAL SpAce
Tools needed to communicate:-expressions-key phrases
M
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
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
• 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.
TEACHER AS COACH
STUDENTS AS WORKERS
*Teachers are merely guides who lead students down the path of language learning, and enable them to become teachers of others.
*Teachers provide the environment where true
language acquisition happens.
Levels achieved through proficiency based
teaching
(kinesthetic, communicative, immersion model)
Spanish I – NMSpanish II – NHSpanish III – ILSpanish IV – IM
ACTFL Level Expected OLA Students
• Spanish I NM NM / NH• Spanish II NH NH / IL• Spanish III IL IL / IM• Spanish IV IM IM / IH
ACTFL levels by Method
Communicative (Interactive activities, textbook english by teacher)
ACTFL levels by Method
Method (immersion, interactive, Spanish by teacher and students)
Crossing thresholds
Novice to Intermediate
Intermediate to Advanced
Success is dependent on 2 factors:
FULL PARTICIPATION
SPANISH IMMERSION
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
NOTE:NOTE:
Culture
Academic Benefits
‘Foreign language lessons…particularly immersion…improve academic performance later on..and can help students…prepare for a more globalized economy’
-Morton
Academic Benefits
Skills gained during language acquisition transfer to all languages a person will learn
-Chen
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)
Advantages
In Immersion programs children develop literacy in the Immersion language, then develop a complete understanding of the language.
Chen