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Second Language AcquisitionSecond Language Acquisition

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RPTE IIRPTE II

Second Language Second Language AcquisitionAcquisitionSource: Dr. Aida WalquiSource: Dr. Aida Walqui

PASA 2007PASA 2007

Never before has the work of schools been more complex and demanding.A powerful and apparently simple idea dominates policy discourse around schools: Students should be held to high, common standards for academic performance, and schools and teachers are accountable for ensuring that all students meet these standards.

The development of English as a Second Language:

• School systems have never been so diverse

• Schools have never been so segregated and unequal

• Teachers have never felt more inadequate and unsupported in their work

Some of the most urgent issues to Some of the most urgent issues to be addressed in the teaching of be addressed in the teaching of

ESLESL

The prevalence of “ESL Lifers”The prevalence of “ESL Lifers” The intermediate plateau: students The intermediate plateau: students

who after many years of ESL classes who after many years of ESL classes do not still possess the ability to do not still possess the ability to handle rigorous coursework in Englishhandle rigorous coursework in English

The status and condition of ESL The status and condition of ESL coursescourses

False assumptions about learning a False assumptions about learning a second languagesecond language

Some false assumptions in the Some false assumptions in the teaching of English as a Second teaching of English as a Second

LanguageLanguage1. The nature of language:1. The nature of language:

The “componential assumption” (van The “componential assumption” (van lier,2004) language consists of lier,2004) language consists of pronunciation, vocabulary, grammar, and pronunciation, vocabulary, grammar, and meaning as building blocksmeaning as building blocks

Therefore, language is decomposed Therefore, language is decomposed linguistically, and then presented linguistically, and then presented piecemeal to the learners according to a piecemeal to the learners according to a sequence decided upon by syllabus writers.sequence decided upon by syllabus writers.


LanguageLanguage2. One can only teach, and thus learn only 2. One can only teach, and thus learn only

one thing at a timeone thing at a time

Teach either linguistic form (grammatical Teach either linguistic form (grammatical structures) or function (use, meaning)structures) or function (use, meaning)

The four skills, Listening, Speaking, The four skills, Listening, Speaking, Reading, and Writing should be taught Reading, and Writing should be taught separatelyseparately


LanguageLanguage

3. An emphasis on correction3. An emphasis on correction

Errors are regarded as barriers to Errors are regarded as barriers to proficiencyproficiency

It is thought that errors will fossilize and It is thought that errors will fossilize and become untreatablebecome untreatable

The errors teachers tend to focus on are The errors teachers tend to focus on are atomistic, piecemealatomistic, piecemeal


LanguageLanguage4. The comprehensible input assumption4. The comprehensible input assumption

Students learn language by being exposed Students learn language by being exposed to itto it

Teacher output should be one level higher Teacher output should be one level higher than what the students understandthan what the students understand


LanguageLanguage5. “The warring languages assumption” 5. “The warring languages assumption”

(van Lier, 2004)(van Lier, 2004)

Students using their L1 in the ESL, or Students using their L1 in the ESL, or subject matter classes is detrimental to subject matter classes is detrimental to the acquisition of Englishthe acquisition of English

If students use their native language in If students use their native language in school this will produce transfer mistakes school this will produce transfer mistakes that will fossilizethat will fossilize

So, how is English learned as a So, how is English learned as a second language?second language?

By engaging students in complex activity By engaging students in complex activity that treats the communicative act as a whole, that treats the communicative act as a whole, but that enables teachers to invite students to but that enables teachers to invite students to explicitly focus on specific linguistic aspects explicitly focus on specific linguistic aspects for substantive explorationfor substantive exploration

Complex activity requires a communicative Complex activity requires a communicative purpose, an explicit orientation to the purpose, an explicit orientation to the communicative act, multiple opportunities to communicative act, multiple opportunities to use the language in context, student use of use the language in context, student use of prior knowledge, teacher and other prior knowledge, teacher and other acceptance of error, interest, collaborationacceptance of error, interest, collaboration

Quality Teaching with ELLsQuality Teaching with ELLs

Is premised on apprenticeship notions of Is premised on apprenticeship notions of schooling. This means that students:schooling. This means that students:

Are perceived and treated as capable, Are perceived and treated as capable, legitimate participantslegitimate participants

Engage in rich, intellectually demanding Engage in rich, intellectually demanding interactions that have been deliberately craftedinteractions that have been deliberately crafted

Engage in high challenge, high support tasksEngage in high challenge, high support tasks Takeover responsibilities that are handed over Takeover responsibilities that are handed over

to themto them

Framework for Evaluating WritingFramework for Evaluating Writing

spelling

Vocabulary

Sentences/Clauses

Organization

Ideas

Purpose and Constraints of the Assignment

Documents

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