TESOL Theory

Ranelle Cole Dr. Hellman Educ. 380

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. Basic Categories Specific Categories
Phonology

Elements of Language
Form
Morphology Syntax

Meaning
Semantics

Use
Pragmatics

General Meaning

Speech sounds, phonemes

Morphemes, words

Phrases, sentences

Full Definitions

The study of how sound is structured in languages

The study of the smallest meaningful unit of language

The structure of phrases, clauses, and sentences & their functions in languages

The study of how language conveys meaning

The study of how utterances relate to the context in which they are spoken.

Examples in the English Language

/t/ and /d/ are sometimes indistinguishable

Free Morpheme: "an" "other" (another) Bound morpheme: "est" (smallest)

Word - "pretty bird" Phrase - "singing in the cage" Clause "that you bought" Sentence - "The pretty bird that you bought is singing in the cage."

"Chomsky's wellformed, but incomprehensable snetence: Colorless green ideas sleep furiously." Idioms/ambiquous sentences are problematic

The small sentence: "I just woke up." could mean different things based on the intentions of the people communicating.

Linguistics. (n.d.). Retrieved June 11, 2011 from the Citizendium Wiki: http://en.citizendium.org/wiki/Linguistics#Semantics. Rubba, J. (2004). An overview of the English morphological system. Retrieved from http://cla.calpoly.edu/~jrubba/morph/morph.over.html. Rubba, J. (2006). Phonology, phonics, and English spelling. Retrieved from http://cla.calpoly.edu/~jrubba/phon/phon.spel.html. Rubba, J. (2011). Syntax: Terms and concepts. Retrieved from http://cla.calpoly.edu/~jrubba/syn/SyntaxT&C.html.

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Vocalizes words with intonation Responds to spoken name Responds to human voices (even those without visual cues) Responds with appropriate action to friendly or angry voice tones

Timeline of First Language Acquisition

Uses I, you, me, plurals, and past tenses correctly Knows 3+ prepositions and main body parts Vocabulary = 900-1000 words & 90% should be intelligible Understands most simple questions about environment and activies, but should not be expected to answer Can speak 3 word sentences easily; verbs begin to dominate

6 Months

36 Months

12 Months

Practices inflection while speaking and uses at least one or two words that hasve Is aware that speech has a socail value Able to understands simple instructions, especially with vocal/physical cues

48 Months

Names familiar animals and common objects in picture books Uses 4 or more prepositions & can act out meanings Knows 1+ colors & can repeat words, phrases, syllables/sounds Indulges in make-believe and verbalizes activites extensively Understands contrasts/comparisons such as longer and larger Has mastered most vowels, diphthongs , & p, b, m, w, n sounds

18 Months

Vocabulary has grown to about 5-20 words Mostly nouns Many words are just jargon that is emotionally based Can follow simple commands Will repeat words or phrases over and over (echolalia)

60 Months

Knows common opposites and many adjectives and adverbs Can count to ten, understand number concepts, & tell own age Should be completely intelligible & use fairly long sentences Speech is grammatically correct; repeats long phrases Use simple time concepts - morning, night, tomorrow, today Tell how to use common objects & follow 3 commands

24 Months

A few objects in common surroundings can be named Can use a few prepositoins and pronouns, along with the words "my" and "mine". Respons to commands & utters simple noun-verb sentences Vocabulary = 150-300 words & 2/3 of what is spoken should be able to be understood, even with poor rhythm & fluency.

Following Years

All consonants mastered, as well as sh, zh, th, ch, wh, & soft g Can tell a connected story about picture Can see relationships between objects and happenings Complex & compond sentences easily used Has well developed time and number concepts & can tell time Can follow quite complex directions with little repetition

Child Development Institute, LLC. (n.d.). Language development in children. Retrieved from http://www.childdevelopmentinfo.com/development/ language_development.shtml

Item 3 Picture of the area

Language in the Brain: the Areas with Language Functions

Label and description of the area

Thalamus:
Filters language signals Relays information to emotional responsive areas more quickly than to organizational cognitive areas

Note: Language processing is strongly influences by emotional processing Language signals are sorted and sent to Cortical areas: Brocas area and Wenickes area
http://www.mrc-cbu.cam.ac.uk/people/jessica.grahn/neuroanatomy.html

Brocas Area: 44 & 45

Involved in: o Motor production of language and grammatical processing of language (phonological and morpho-syntactic processing)

Wernickes Area: 39 & 40

http://www.mrc-cbu.cam.ac.uk/people/jessica.grahn/neuroanatomy.html

Involved in: o Spoken language comprehension o Recalling content words and making sense of the words (Lexico-semantic processing)

Right Hemisphere that Corresponds to:

W B
Brocas Area involved in processing prosody which is stress, rhythm, or intonation o (Prosodic Processing) Wernickes Area involved in the emotional content of messages o (Emotive/pragmatic processing)

http://sciencealive.wikispaces.com/Human+Brain

Hellman, A. (2011, June). Unit 2: First Language Acquisition: The Biological Bases and Language Experience. EDUC 380: Theories of TESOL.

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Rubric to Assess the Features of Comprehensible Input

Teacher Talk: How evident are the following features of comprehensible input?
Speech at a slower rate Enunciation of words is clear Simple sentence structures for beginners Precise and intermittent questioning Clear explanations of learning tasks Appropriate wait time provided Information is chunked into manageable parts Limited use of idioms and slang (explanations provided) Demonstration and modeling of tasks Visual aids, gestures, realia, etc. used to enhance meaning Beneficial feedback (recasting, elicitation, repetition, etc.) Interaction opportunities provided and effective

4
Highly evident

3
Evident

2
Fairly Evident

1
Not Evident

Levine, L. N., & McCloskey, M. L. (2009). Teaching learners of English in mainstream classrooms. Boston: Pearson Education.

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Strategies to Make ELLs Feel Accepted and Welcome

Learn their Names

One-on-one assistance

Give them a peer partner

Display daily schedule

Provide an interpreter

Welcome their culture to class

Bring in culturerelated materials

Provide labels in both languages

Involve in nontreatening activities

Use cooperative learning

Make rules easy to understand

Colorn Colorado. (2008). 'Welcome kit' for new ELLs. Retrieved from http://www.colorincolorado.org/article/24858

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Strategies to Strategies to Lower Anxiety

Give respect to students Have a structured classroom Model expectations Use appropriate feedback Teach and practice rules Be fair to all students Encourage sharing about native culture Keep expectations high, but provide supports
Hellman, A. (2011, June). Unit 5: The factors of second language acquisition. EDUC 380: Theories of TESOL. [Lecture Notes]. Joplin, Missouri: Missouri Southern State University, Department of Teacher Education.

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Process of Interaction in Second Language Acquisition

Input: What students reads or hears independently or in the classroom setting Negotiation of meaning: Feedback and interaction between student and teacher to solidify learning or provide corrective input Selective Attention: There must be attention for learning to take place; especially between produced and target forms

Output: Information produced by student is a true gauge of what the students actually learned from the input Internal Processing: The information that has made it this far is processed in the mind and learned

Intake: The student intake does not always equal teacher output; learner is not always ready to process the information

Hellman, A. (2011, June). Unit 5: The factors of second language acquisition. EDUC 380: Theories of TESOL. [Lecture Notes]. Joplin, Missouri: Missouri Southern State University: Department of Teacher Education.

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Stir the class: Write a few ideas, then collect more ideas from peers to share with group

Making Interaction Meaningful

Whole Brain Teaching: Reteaching concepts to partner (Learning Buddies)

Levine, L. N., & McCloskey, M. L. (2009). Teaching learners of English in mainstream classrooms. Boston: Pearson Education.

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Strategies to Increase Motivation for Second Language Learning

Encourage Extracurricular activities

Show that you care about the students success

Understand stages of cultural accomodation

Euphoria Culture Shock Acceptance Assimilation/Adaptation

Learn students interests

Develop positive relationship with family

Encourage friendships & collaboration with peers

Show positive attitude to all cultures

Make the learning goals challenging, but achieveable

Increased Motivation
Hellman, A. (2011, June). Unit 6: First Language Acquisition: The Biological Bases and Language Experience. EDUC 380: Theories of TESOL. [Lecture Notes]. Joplin, Missouri: Missouri Southern State University: Department of Teacher Education.

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S: If they keep saying that, I will not went with them! T: If they keep saying that, I will not? S: On June.
The corrector repeats part of the learner utterance but not the erroneous part and uses rising intonation to signal the learner should complete it.

Features of Effective Feedback S: She tell me yesterday. T: She TELL me yesterday. S: She told me yesterday. T: Thats good, Im glad she told you about the trip yesterday.

The corrector repeats the learner utterance highlighting the error by means of emphatic stress. Elaboration is also good.

T: Not on May, in May. We say, My birthday will be in May.

S: What did you sleep on the table? T: What?

The corrector indicates that he/she has not understood what the learner said.

The corrector indicates an error has been committed, identifies the error and provides correction.

S: Last week, we go to the mall. T: (gestures with right forefinger over left shoulder to indicate past)
The corrector uses a (predetermined) gesture or facial expression to indicate that the learner has made an error.

S: Me and Sally were born in the same month. T: Oh, really? Isnt that neat? Tom and I were both born in November.

The corrector incorporates the content of words of the immediately preceding incorrect utterance and changes and corrects the utterance in some way.

Ellis, R. (2009). Corrective feedback strategies. L2 Journal, 1, 9.

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Conversational Language vs. Academic Language (BICS vs. CALP) Cognitively Undemanding

BICS
Talk about something the speaker has seen personally Tell a story based on a set of pictures Recount a personal experience Discuss something that is happening

Academic instruction that ends up here is "watered down" information that sometime still doesn't make sense because the context is missing.

Context Embedded

Context Reduced

Academic instruction that falls into this area is beneficial for ELLs, because it provides a context for which they can apply their learning.

CALP
Compare and contrast hypothetical situations Discuss cause and effect relationships of concepts Analyze abstract features in a text Provide formal definitions of abstract concepts

Cognitively Demanding
Hellman, A. (2011, June). Unit 4: Second Language Acquisition. EDUC 380: Theories of TESOL. [Lecture Notes]. Joplin, Missouri: Missouri Southern State University: Department of Teacher Education.

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The Features of Academic Language

Phonological
Lexical (Vocabulary)

Knowledge of stress, intonation, and sound patterns Examples: graph and photography or geology and geological

Knowledge of the forms and meanings of words that are used across academic disciplines; knowledge of academic words formed with prefixes, suffixes, and roots. Example: same vs. equivalent

Grammatical Sociolinguistic
Discourse

Knowledge of present and past tense , regular and irregular, and future tense verbs, along with the present perfect and present continuous. Knowledge of contractions, modal auxilaries, & verb+prep. combinations

Knowledge that speech changes for various contexts Knowledge of how to speak and understand in different contexts Knowledge of how to write cohesively

Knowledge of how to properly start a conversation, letter, or email Knowledge of how to use fillers to keep a conversation going Knowledge of how to understand beginning and ending signals in writing

Scarcella, R. (2003, April). Academic English: A Conceptual Framework. Retrieved from University of California Linguistic Minority Research Institute: http://lmri.ucsb.edu/publications/03_scarcella.pdf

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Principles of Instructed Language Teaching

Activity-Based Language Teaching & Learning

1. Active engagement 2. Cultural relevance 3. Collaboration 4. Explicit learning strategy instruction 5. Comprehensible input with scaffolding 6. Activation of prior knowledge 7. Integration of content 8. Differentiation 9. Appropriate feedback to learners.

Instructed Language Acquisition (ILA)

1. Instruction needs to ensure that learners... *develop formulaic expressions & rule-based competence *focus on meaning & form *are taught with learning differences in mind 2. Instruction needs to... *be directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge *take into account the learners built-in syllabus

3. ILA requires extensive L2 input & output opportunities (interaction is key to developling L2 proficiency.)
4. In assessing learners L2 proficiency, it is important to examine free as well as controlled production.

Integrated Content & Language Instruction (SIOP) Task-Based Language Teaching

Activities 1. Use tasks, not texts, as a unit of analysis
2. Promote learning by doing

1. Clear content and language objectives for each lesson

2. Learners are provided with goal-oriented opportunities to interact witheach other and with the teacher to jointly reflect on and build specific content knowledge and skills 3. Teachers provide learners with tasks that promote the development of reading, writing, listening, and speaking skills with in the content areas 4. Outcomes are reviewed, consolidated, and assessed during lessons

Input Elaborate & rich input (not simplified or impoversished)

Learning Processes 1. Encourage inductive "chunk" learning
2.Focus on form 3.Provide negative feedback 4.Respect learner syllabuses/developmental process 5. Promote cooperative/ collaborative learning Learners 6. Individualize Instruction

Hellman, A. (2011, June). Unit 8: Principles of second language teaching. EDUC 380: Theories of TESOL. [Lecture Notes]. Joplin, Missouri: Missouri Southern State University: Department of Teacher Education.

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Principles of Instructed Language Teaching

Activity-Based Language Teaching & Learning

1. Active engagement 2. Cultural relevance 3. Collaboration 4. Explicit learning strategy instruction 5. Comprehensible input with scaffolding 6. Activation of prior knowledge 7. Integration of content 8. Differentiation 9. Appropriate feedback to learners.

Instructed Language Acquisition (ILA)

1. Instruction needs to ensure that learners... *develop formulaic expressions & rule-based competence *focus on meaning & form *are taught with learning differences in mind 2. Instruction needs to... *be directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge *take into account the learners built-in syllabus

3. ILA requires extensive L2 input & output opportunities (interaction is key to developling L2 proficiency.)
4. In assessing learners L2 proficiency, it is important to examine free as well as controlled production.

Integrated Content & Language Instruction (SIOP) Task-Based Language Teaching

Activities 1. Use tasks, not texts, as a unit of analysis
2. Promote learning by doing

1. Clear content and language objectives for each lesson

2. Learners are provided with goal-oriented opportunities to interact witheach other and with the teacher to jointly reflect on and build specific content knowledge and skills 3. Teachers provide learners with tasks that promote the development of reading, writing, listening, and speaking skills with in the content areas 4. Outcomes are reviewed, consolidated, and assessed during lessons

Input Elaborate & rich input (not simplified or impoversished)

Learning Processes 1. Encourage inductive "chunk" learning
2.Focus on form 3.Provide negative feedback 4.Respect learner syllabuses/developmental process 5. Promote cooperative/ collaborative learning Learners 6. Individualize Instruction

Hellman, A. (2011, June). Unit 8: Principles of second language teaching. EDUC 380: Theories of TESOL. [Lecture Notes]. Joplin, Missouri: Missouri Southern State University: Department of Teacher Education.

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Components of Literacy Instruction for Language Minority Students

Phonemic Awareness

Text Comprehension

Phonics

Literacy Instruction

Vocabulary

Fluency

August, D. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Center for applied linguistics. London: Lawrence Erlbaum Associates, Publishers.

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Beliefs about Language Learning Inventory (BALLI): Teacher Version

This version adapted with changes from Gass, S., & Selinker, L. (2001). Second language acquisition. Mahwah, NJ: Lawrence Erlbaum. Horwitz, E. K. (2008). Becoming a language teacher: A practical guide to second language learning and teaching (pp. 233-234). Boston, MA: Pearson, Allyn and Bacon.

Directions: For each item, indicate whether you (1) strongly disagree (2) disagree (3) neither agree not disagree (4) agree or (5) strongly agree. For questions 19 and 28, select the number that most closely corresponds to your opinion. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. A normal child can learn any language with equal ease. 4 Younger children learn a second language at a faster rate than older children. 5 Most children can acquire native level proficiency in a second language within 1-2 years. 2 All children can learn a second language accent free. 2 Language instruction is a waste of time. 1 To the child, language is an instinct. 3 The innate capacity to acquire language is lifelong. 1 Learning a second language takes the same amount of time as learning a first language. 2 Native speakers of Korean are better at learning English as a second language than native speakers of Spanish. 3 The only reason that some people cannot learn a second language is that they are insufficiently motivated. 2 Some grammatical structures are learned in a similar sequence by all learners. 2 Developing nativelike grammatical forms depends on receiving immediate error correction. 4 Learning a second language is very different from learning a first language because of the existence of the first language and because of the second language learners greater cognitive capacity. 3 Children are born with innate grammatical knowledge, which is also available for learning a second language later in life. 2 Anyone can achieve native level proficiency in a second language at any age. 4 Some people have a special talent for learning foreign languages. 5 Some languages are easier to learn than others. 5 English is 1. a very difficult language. 2. a difficult language. **** 3. a language of medium difficulty. 4. an easy language. 5. a very easy language.

19. 20. 21. 22. 23. 24. 25. 26. 27.

28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46.

Pronunciation is the most difficult part of learning a foreign language. 2 Grammar is the most difficult part of learning a foreign language. 2 Idioms are the most difficult part of learning a foreign language. 4 It is very important to help students eliminate their foreign accent. 2 It is necessary to know English-speaking cultures in order to understand English. 2 You shouldnt say anything in a foreign language until you can say it correctly. 1 It is easier for someone who already speaks a foreign language to learn another one. 4 It is best to learn English in an English-speaking country. 5 If someone spent one hour a day learning a language, how long would it be for them to learn that language very well? 1. less than a year. 2. 1-2 years. 3. 3-5 years. ***** 4. 5-10 years. 5. You cannot predict the result from the hours. The best way to learn a foreign language is by memorizing. 2 The best way to learn a foreign language is by overlearning with drills. 2 The best mechanism for learning a second language is imitation. 4 The best mechanism for learning a second language is translation. 2 You can learn a foreign language even when you are worried and anxious. 2 If beginning students are permitted to make errors in English, it will be difficult for them to speak correctly later on. 1 Women are better than men at learning foreign languages. 3 You can learn a foreign language even if you are not motivated. 1 Learning a foreign language is the same as learning other academic subjects. 2 People who are good at mathematics and science are not good at learning foreign languages. 3 When you live in the U.S., you have many opportunities to learn English by communicating with native speakers of English. 5 People who speak more than one language are very intelligent. 4 Teaching grammar to older students is a waste of time. 1 It is unnecessary to practice because English learners is the U.S. practice many hours every day naturally. 2 The most important part of teaching English is social language. 3 Once students can carry on a conversation fluently, they do not need any special language instruction. 1 The most difficult part of reading in English is reading comprehension. 5 Children who learn to read in their native language have more trouble learning to read in English than children who started reading in English in Kindergarten. 1 Students who spend K-12 in U.S. schools and earn good grades develop native-level English language. 4

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for applied linguistics. London: Lawrence Erlbaum Associates, Publishers.

Works Cited

August, D. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Center

Child Development Institute, LLC. (n.d.). Language development in children. Retrieved from http://www.childdevelopmentinfo.com/development/ language_development.shtml Colorn Colorado. (2008). 'Welcome kit' for new ELLs. Retrieved from http://www.colorincolorado.org/article/24858 Ellis, R. (2009). Corrective feedback strategies. L2 Journal, 1, 9. Gass, S., & Selinker, L. (2001). Second language acquisition. Mahwah, NJ: Lawrence Erlbaum. Hellman, A. (2011, June). Unit 2: First Language Acquisition: The Biological Bases and Language Experience. EDUC 380: Theories of TESOL. Hellman, A. (2011, June). Unit 4: Second Language Acquisition. EDUC 380: Theories of TESOL. [Lecture Notes]. Joplin, Missouri: Missouri Southern State University: Department of Teacher Education. Hellman, A. (2011, June). Unit 5: The factors of second language acquisition. EDUC 380: Theories of TESOL. [Lecture Notes]. Joplin, Missouri: Missouri Southern State University: Department of Teacher Education. Hellman, A. (2011, June). Unit 6: First Language Acquisition: The Biological Bases and Language Experience. EDUC 380: Theories of TESOL. [Lecture Notes]. Joplin, Missouri: Missouri Southern State University: Department of Teacher Education. Hellman, A. (2011, June). Unit 8: Principles of second language teaching. EDUC 380: Theories of TESOL. [Lecture Notes]. Joplin, Missouri: Missouri Southern State University: Department of Teacher Education. Horwitz, E. K. (2008). Becoming a language teacher: A practical guide to second language learning and teaching (pp. 233-234). Boston, MA: Pearson, Allyn and Bacon. Levine, L. N., & McCloskey, M. L. (2009). Teaching learners of English in mainstream classrooms. Boston: Pearson Education. Linguistics. (n.d.). Retrieved June 11, 2011 from the Citizendium Wiki: http://en.citizendium.org/wiki/Linguistics#Semantics. Rubba, J. (2004). An overview of the English morphological system. Retrieved from http://cla.calpoly.edu/~jrubba/morph/morph.over.html. Rubba, J. (2006). Phonology, phonics, and English spelling. Retrieved from http://cla.calpoly.edu/~jrubba/phon/phon.spel.html. Rubba, J. (2011). Syntax: Terms and concepts. Retrieved from http://cla.calpoly.edu/~jrubba/syn/SyntaxT&C.html. Scarcella, R. (2003, April). Academic English: A Conceptual Framework. Retrieved from University of California Linguistic Minority Research Institute: http://lmri.ucsb.edu/publications/03_scarcella.pdf