2. TERMS COVERED Natural Approach Direct Method Contextual
Approach Suggestopedia Affective Filter Additive Bilingualism
Subtractive Bilingualism Bilingual Education Immersion BICS CALP
Biliteracy Semilingualism Code Switching Common
UnderlyingProficiency Separate UnderlyingProficiency Sheltered
Instruction Audio-lingual Approach Annual MeasurableAchievement
Objectives Fallout & Push-in ESL Language ExperienceApproach
Cultural Deficit Model
3. NATURAL APPROACH Developed and introduced in 1983 by Tracy
Terrell and StephenKrashen. This approach is based on observation
and interpretation of howpeople acquire their first language.
Native language is not used while teaching. Lots of vocabulary and
activities are introduced to the students. Not grammar based, but
communication based. Emphasis on exposure and input.*More info
4. THE NATURAL APPROACH - CONT.
5. DIRECT METHOD Meaning should be connected directly with the
target languagewithout translation into the native language. Only
everyday vocabulary and sentences are taught. Grammar is taught
inductively, there may never be an explicitgrammar rule given.
Speech and listening comprehension taught. Syllabus is based on
situations or topics, not on linguisticstructures. The purpose of
language learning is communication.*More info
6. CONTEXTUAL APPROACH Introduced in early 20th century by John
Dewey. Learning by using actual fact and environment which are
relatedto students experience and real life, in order to achieve
bettercomprehension and reach the goals of the learning process.
Lets the students explore the material by themselves, whileteachers
work is more focused on arranging strategy rather thanonly giving
information.*More info
7. SUGGESTOPEDIA Language can be acquired only when student is
receptive andhas no mental blocks. Positive suggestion that
learning a language is easy allows thestudent to be more receptive.
Music is central to this approach. This approach uses music, a
comfortable and relaxingenvironment, and a relationship between the
teacher and thestudent that is like the parent-child relationship.
No apparent theory of language and no order of presentation,
justabout creating a positive learning environment.*Moreinfo
8. AFFECTIVE FILTER An imaginary wall that is placed between a
learner and languageinput. If the filter is on, the learner is
blocking out input. Filter is turned on when anxiety is high,
self-esteem is low, or motivation islow. Low anxiety classrooms are
ideal for language acquisition.*More info
9. ADDITIVE BILINGUALISM Learning a second language does not
interfere with the learningof a first language. Students learn the
curriculum through their native language whilesimultaneously
learning the second language (English). Students are adding a
language to their repertoire.
10. SUBTRACTIVE BILINGUALISM Students learn a second language
at the expense of their firstlanguage. Proponents view two
languages as opposing forces and believethe target language should
replace the first language. Students lose an important facet of
their cultural identity bynegating the significance of their
primary language.
11. BILINGUAL EDUCATION Uses native language of English
Language Learners for instruction. When provided with quality
education in their primary language, theygain knowledge and
literacy. Knowledge in first language helps make the English they
hear and read morecomprehensible Literacy developed in the primary
language transfers to the second language How? Because we learn to
read in a language we understand. Oncewe can read in one language,
we can read in general. Numerous models used: Transitional
Developmental Two-way bilingual*More info
12. IMMERSION Students are immersed in the learning language
(English) for thewhole school day and expected to learn math,
science, history,etc. through the medium of the target language
(English). Immigrant students in the US who attend local schools
will findthemselves in immersion.
13. BASIC INTERPERSONAL COMMUNICATIONSKILLS (BICS) Language
skills needed in social situations. Day-to-day language. Employed
on the playground, at lunch, on the school bus, atparties, playing
sports, and talking on the phone. Not specialized language.
Distinguished by Professor J. Cummins
14. COGNITIVE/ACADEMIC LANGUAGEPROFICIENCY (CALP) Formal
academic learning language. Includes listening, speaking, reading,
and writing about subjectarea content material. As well as skills
such as comparing, classifying, synthesizing, evaluating,
andinferring. Usually takes about 5-7 years to develop adequate
proficiency. Very cognitively demanding Takes longer to learn if
student has no prior schooling or no support in nativelanguage
development. Distinguished by Professor J. Cummins
15. BILITERACY Ability to read and write two different
languages.
16. SEMILINGUALISM Students who have not mastered either their
primary language ortheir secondary language.
17. CODE SWITCHING Practice of moving between variations of
languages in differentcontexts. In educational context it is
switching between a primary and asecondary language. Main reasons
used: 1) hide fluency or memory problems in second language 2) used
to mark switching from informal to formal situations 3) used to
exert control between parents and children 4) aligns speakers to
others in specific situations*More info
18. COMMON UNDERLYING PROFICIENCY(CUP) Skills and knowledge
gained from learning one language that aredrawn upon when working
with another language. Provides the base for development of both
languages. Any expansion of CUP that takes place in one language
will havea beneficial effect on the other language.
19. SEPARATE UNDERLYING PROFICIENCY(SUP) Skills and knowledge
learned in L1 are not connected to L2. Content learned in primary
language does not transfer to thesecond language.
20. SHELTERED INSTRUCTION Grade level subject matter content
delivered ina manner that is accessible to all learners. Taught
using instructional strategies thatscaffold the content learning by
buildingbackground knowledge and through the use ofvisuals,
gestures, manipulatives, paraphrasing,etc.
21. AUDIO-LINGUAL APPROACH Known as the army method. Became
extremely popular in WWII due to the need to learn basic
foreignlanguage skills quickly. Teaches language directly Does not
focus on vocabulary, focuses on grammar. 4 Parts: 1) Repetition 2)
Inflection 3) Replacement 4) Restatement
22. ANNUAL MEASURABLE ACHIEVEMENTOBJECTIVES (AMAO) Title III of
NCLB district accountability standards for EnglishLearners. Schools
that receive grants from the federal government mustmeet these
objectives each year to continue to qualify for funding.
23. PULLOUT ESL & PUSH-IN ESL Pullout ESL removes students
from mainstream classrooms for aportion of the day in order to give
them specialized instruction inEnglish. More individualized
attention Push-in ESL brings in separate English teachers to the
classroomin order to aide the English Language Learners.
24. LANGUAGE EXPERIENCEAPPROACH Literacy development method
used for early reading development Centered around a learner
generated text. Students learn to read throughtheir own words.
Students relate an experience anda scribe writes down what
thestudents say. This transcription is then used as aliterary
source.
25. CULTURAL DEFICIENCY MODEL Perspective that minority group
members are different becausetheir culture is deficient in
important ways from the dominantmajority group. Asserts that
racial/ethnic minority groups do not achieve as wellas their White
majority peers in school and life because theirfamily culture is
dysfunctional and lacking importantcharacteristics compared to the
White American culture.