Key Points Chapter FourShrum and Glisan

Special Methods of Instruction ISummer 2012GRAD 210Dr. Bowles, Instructor

Why learn another language early?•Provides

▫increased time for learning▫opportunity to attain a functional level of

proficiency

Optimal AgeCritical Period Hypothesis: Lenneberg, 1967

Between age 2 and puberty Acquisition is predisposed due to brain

malleability and unicameral nature of brain Associative memory is stronger Brain capacity is greater Pronunciation and accent are more native-

like Higher level of competence in syntax,

morphology, and grammar

Optimal Age• Windows of Opportunity Hypothesis:

Schacter, 1996▫ Syntax/Grammar:

accuracy acquired up to age 15

▫Language Proficiency: Younger learners may reach higher levels of

functional proficiency

▫Rate of Language Acquisition: Adults have great advantage, but may be

short-lived

Benefits▫ Enhanced ability to engage in problem solving▫ Earlier reading skills▫ Higher scores on standardized tests and test of basic skills in

English and math▫ Positively impact reading comprehension and vocab on

standardized tests▫ More openness to other cultures▫ Increased literacy skills including guessing, predicting,

hypothesizing, and sharing▫ More positive attitudes to school▫ Increased beliefs in ability to learn another language▫ Greater motivation for learning another language▫ Great self-confidence

The Elementary School Learner

•Preschool (2-4)▫Absorb languages effortlessly▫Imitate speech sounds well▫Self-centered▫Short attention span▫Need concrete experiences and large motor

skill activities▫Benefit from tongue twisters and rhymes

The Elementary School Learner

•Primary (5-7)▫Concrete experiences▫Immediate goals▫Imaginative stories and dramatic play▫Learn through oral language▫Short attention span▫Need structure and routines

The Elementary School Learner▫Intermediate students (8-10)

Open to people of other cultures Benefit from global emphasis Understand cause and effect Work well in groups Learn well from binary opposites Enjoy peer editing and scoring activities

The Elementary School Learner

▫Early adolescent (11-14) Most dramatic developmental changes Need to assert independence Need to develop own self-image Need to be a part of a peer group Benefit from positive relationships and self-image Like to engage with subjects of interest to

themselves Like content-based units Enjoy learning experiences with a strong affective

component▫

Key Points Chapter ThreeThe Elementary School Learner Glisan

▫The mythic stage (4-10) Make sense of the world through emotional

categories Desire to “feel” about what they are learning Need for unambiguous meaning

Program Models

•Range from language-focused to content-focused▫Foreign Language in Elementary School

(FLES)(traditional term) refers to programs taught 3-5 times per week for 20-60 minutes

▫Foreign Language Exploratory Programs (FLEX) introduces middle schoolers to one or several languages and cultures.

▫Immersion programs teach academic content in the foreign language

Program Models

•Sheltered instruction (SI)▫Making content comprehensible for ELLs

•SIOP: Sheltered Instruction Observation Protocol▫Guides preparation, instruction, and

assessment•SDAIE: Specially Designed Academic

Instruction in English▫Focuses on content knowledge specific

vocabulary

Program Models• Dual-language:• Teaches literacy and content in two languages

• Immersion: Total immersion Two-way immersion Partial immersion

• Media-based learning:▫Videotape▫CDs▫Computers

• Distance learning:Occurs via interactive television

Strategies for Elementary Learners▫Plan thematically

Makes instruction more comprehensible Focus on use of language to achieve goal Provides a rich context for SBI Offers a natural setting for task-based organization

and narrative structure Involves Ss in real language use in a variety of

settings Uses complex thinking and sophisticated language

use Avoids use of isolated exercises Connects content, language, and culture goals to a

“big idea”

Content-based instruction• Consider nature of subject-content tasks• Consider target language abilities needed• Consider language needed

▫Content-obligatory: language needed to teach subject area concepts

▫Content-compatible: language integrated into curriculum

• Use Cummins’ classification system to support language and content instruction▫Context embedded or reduced?▫Cognitively demanding or not?

Support for student learning

•Graphic organizers:▫Semantic maps▫Venn diagrams

•Vocab acquisition:▫Binding▫TPR

•Reading and Writing▫Interpretive listening (Oller)▫Language Experience Approach

(presentational)

Support for student learning

•Cooperative learning: (interpersonal)▫Use paired interviews▫Information gap activities▫Jigsaw activities▫SurveysGive students roles

EncouragerTimekeeperRecorderReporter

Support for student learning• Presentational speaking

▫Skits▫Role play▫Songs

• Learning through culture▫Products▫Practices

• Contextualized performance assessment▫Suit the characteristics of your learners▫Assess the abilities appropriate for your learners▫Allow learners to show their best performance▫Engage learners intellectually