How languages are learned
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Second language learning and CLIL Robin Walker Trinity Trainer, Spain www.englishglobalcom.com Assessing English language since 1938 How languages are learned How languages are learned Nina Spada & Patsy Lightbown Fourth edition © Oxford University Press 2013 Assessing English language since 1938 1. What do you think? Totally agree Mostly agree Don’t really agree Don’t agree at all Assessing English language since 1938 1. Through imitation a h c e h y o t Es n a l f un Assessing English language since 1938 1. Through imitation Assessing English language since 1938 1. Through imitation Calle puta. ¡Ya me diste bastante la lata con el hermanito! Assessing English language since 1938 1. Through imitation humans acquire language … by understanding messages or by receiving “comprehensible input” Assessing English language since 1938 ¿Cómo se aprende una lengua? 1. Through imitation English classes CLIL content Assessing English language since 1938 ¿Cómo se aprende una lengua? 3. High IQs Assessing English language since 1938 ¿Cómo se aprende una lengua? 3. High IQs NINA It appeals to different types of learners/ intelligences ANGELA Attention to diversity & catering for different learning styles DELLER & PRICE Draws on more of each child’s different intelligences (ELT = linguistic intelligence) Assessing English language since 1938 4. Motivation NINA ANGELA Students respond well (when CLIL is done well). Happy students = more learning Correctly done, it motivates children as everyone gets what they need DELLER & PRICE The content is ready made & more engaging Assessing English language since 1938 4. Motivation Assessing English language since 1938 4. Motivation • Grupo de control Refuerzo positivo • Ignorado • Refuerzo positivo • Refuerzo negativo Refuerzo negativo Ignorado Grupo de control Assessing English language since 1938 6. L1 interference 1. We should have followed your advices.! 2. How do you call a chair with three legs.! 3. Less people than expected applied.! 4. About rural tourism exist many definitions.! 5. I think both of this possibilities will work.! 6. Much people would like to have an own house.! Assessing English language since 1938 6. L1 interference Ahora está completamente envolvido. Assessing English language since 1938 ¿Cómo se aprende una lengua? 8. Simple before complex Assessing English language since 1938 8. Simple before complex 10. Use materials that expose students only to structures already taught in class Assessing English language since 1938 9. Immediate correction of errors Assessing English language since 1938 9. Immediate correction of errors La corrección La fluidez Assessing English language since 1938 9. Immediate correction of errors La fluidez La corrección Assessing English language since 1938 10. Only structures already taught in (English) class Would you like some help? Mozart was born in Salzburg. Who’s finished? Assessing English language since 1938 10. Only structures already taught in (English) class humans acquire language … by understanding messages or by receiving “comprehensible input” Assessing English language since 1938 ¿Cómo se aprende una lengua? 11. Free interaction and learning other’s mistakes Assessing English language since 1938 11. Free interaction and learning other’s mistakes Risks Benefits • use of L1 • learning other’s errors • going off topic • time needed • abandoning task • fighting • private, safe environment • peer teaching • engagement & motivation • learning speed(s) • teamwork skills Assessing English language since 1938 ¿Cómo se aprende una lengua? 11. Free interaction and learning other’s mistakes Vytgotsky ZPD Zone of Proximal Development Assessing English language since 1938 2. Ways of teaching & learning – the transmission model Assessing English language since 1938 ¿Cómo se aprende una lengua? 2. Ways of teaching & learning – the transmission model Transmission model • teaching mainly accomplished by teacher telling • learning mainly dependent on teacher • learner perceived as empty vessel • learner is passive • learning = repetition & memorization Assessing English language since 1938 2. Ways of teaching & learning – the transmission model ¿Quién es la tercera persona? Assessing English language since 1938 ¿Cómo se aprende una lengua? Ways of learning – the transmission model Assessing English language since 1938 ¿Cómo se aprende una lengua? EMY L ACAD ATIONA INTERN ATION C AU OF EDU L BURE N ATIONA INTERN OF EDUCATIO S–7 E I R E S S E CTIC A R P L A N EDUCATIO 2. Ways of teaching & learning Principles for effective learning (UNESCO) • ow H starting from prior n e r d l i h c learn knowledge • encouraging students to be active learners u o Vosniad By Stella • collaboration between students • use of meaningful tasks Assessing English language since 1938 2. Ways of teaching & learning En ciencias naturales estamos dando las células y los microorganismos. Ir a ver muestras de células animales y vegetales me ha ayudado bastante a comprender sus diferencias y sus partes. ! Assessing English language since 1938 2. Ways of teaching & learning Este viernes iremos a ver protozoos y seguro que también me ayudará a entenderlo.! Assessing English language since 1938 2. Ways of teaching & learning – grammar-driven EFL Grammar-driven language learning Assessing English language since 1938 2. Ways of teaching & learning – grammar-driven EFL En inglés estamos dando el pasado simple y aunque lo entiendo bien, me resultó muy pesado memorizar los 100 verbos irregulares que la profesora nos mandó aprender.! Assessing English language since 1938 2. Ways of teaching & learning – grammar-driven EFL Además, creo que es perder un poco el tiempo porque la mayoría de esos verbos no los usamos habitualmente, por lo tanto se me olvidarán.! Assessing English language since 1938 2. Ways of teaching & learning – SLA SLA – Second Language Acquisition • comprehensible input essential • learning occurs through using language to communicate • learners interact with each other • meaning is paramount Assessing English language since 1938 2. Ways of teaching & learning – SLA Effective learning Second lang. acquis • prior knowledge • active learning environments • collaboration • meaningful tasks • comprehensible input • learning through communicating • learner interaction • meaning paramount Assessing English language since 1938 3. Task-Based Learning TBL – effective tasks • • • • • primary focus on meaning clear, non-linguistic outcome(s) use real-world skills are engaging place no limits on language employed Assessing English language since 1938 3. Task-Based Learning A framework for Task-Based Learning (Willis 1996) Assessing English language since 1938 Second language learning and CLIL Robin Walker www.englishglobalcom.com [email protected] Assessing English language since 1938 EFL & CLIL YOUR EFL COLLEAGUES ME YOU Assessing English language since 1938
