language research in service to the nation rapid rise tailored treatment (r2t2): fast tracking the...
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Rapid Rise Tailored Treatment (R2T2):
Fast Tracking the “Fast Tracks”
Presented by:Richard D. BrechtCASL Executive Director
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Paradigm shift in language training
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Language BHAG: Big, Hairy, Audacious Goal
Doubling the effectiveness of language programs:• Double proficiency output• Halve the time• Halve the attrition
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Fast tracks
• Immersions• Cross/conversion training
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Immersions: the “Magic Bullet” … if there ever was one
• “Procedural” vs. declarative• “Episodic” vs. “semantic” memory• “Implicit” learning
• Lexical• Grammatical (e.g., Russian aspect)• Pragmatics
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Richer concept of immersions
• Authentic • In-country• Heritage communities
• Constructed (iso-immersions)• Domestic living• On-the-job• “Virtual”
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
“Immersion” vs. “Submersion
• Targeted learning experience• “Controlled” building block of language learning
career• Three components:
• Preparation• Immersion• Debrief
• Assessable
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Characteristics of environments
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Immersion environment Classroom environment
Rich Uncontrolled, authentic input and interaction
One teacher and texts controlling input and iso-immersions
Real Experiential learning Controlled or simulated life tasks
Relative Individual differences determine outcomes
Instruction is aimed to the majority
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Requires enhanced cognitive/executive control mechanisms
• Selective attention• Inhibition• Working memory (e.g., rehearsal)• Metacognition (e.g., monitoring)• Task initiation, interruption, switching• Individual goal setting
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
“Executive function” for immersion training
Rich: Ability to deal with cognitive load, ambiguity, short-term memory demands, etc. Real:Metacognitive abilities (task switching, inhibition) to deal with language and “living” tasks
Relative:Individual goal setting, affective and motivational variables
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Cross/Conversion Training
• Learners establish links between L3 languages and previously learned languages
• Learners with high proficiency of similar languages transfer more linguistic knowledge to the L3
• For production, high level of proficiency in L2 required
• Bilinguals know how to learn a language
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Cognitive aspects of L3 learning
• General cognitive advantages of bilingualism• Perception and recognition of new information
always takes place in reference to previously acquired knowledge
• Focus and inhibition critical• Metacognitive awareness• Learner autonomy
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Aptitude-by-Interaction (ATI): Add value to fast track environments
Three components:• Assess aptitude and devise cognitive profiles• Improve cognitive profiles (executive
control/working memory training)• Base learning and teaching on cognitive profiles
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Learning and teaching based on cognitive profiles
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• Adapt learner to learning environments (life-long learning management)
• Adapt learning environments to learner’s cognitive abilities (classroom and curricular designs)
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LANGUAGE RESEARCH IN SERVICE TO THE NATION
Examples of pedagogical adaptations to cognitive profiles (from proven correlations in research literature)
• Audio-visual, analytic, functional instruction• Structural and situational instructional methods• Oral error correction and non-correction• Meta-linguistic feedback• Deductive, inductive, structured input• Traditional classroom-based conversation vs. “chat-room”• Recasts vs. meta-linguistic comments• Study abroad and at-home classroom (e.g., phonological
working memory)• Lexicon type-token relationship
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