TEACHING E NGLISH AS A S ECOND LANGUAGE Dr. Marta J. Dávila Pérez

TEACHING ENGLISH AS A SECOND LANGUAGE

Dr. Marta J. Dávila Pérez

APPROACHES TO ESLLANGUAGE TEACHING METHODOLOGIES

INDEX The differences between approach, method and

technique

The Grammar Translation Method

The Direct Method or Natural Approach

The Audio-lingual Method

The Experiential Learning Model ESL theory, principles, and methodology Bibliography

OVERVIEW III. ESL theory, principles, and methodology

D. Puerto Rico Core Standards (ESL Standards of the PR Dept. of Education)

1. Theoretical Framework for the Puerto Rico Core Standards.

2. Standards of Excellence for the development of skills

E. Literacy Development 1. Early literacy development (Elementary

Education) 2. Advanced literacy development

(Secondary Education)

SECOND LANGUAGE ACQUISITION THEORY

SECOND LANGUAGE ACQUISITION THEORY• Subconscious language acquisition bears a great

deal of similarity to the way children acquire their L1.

• Acquisition is subconscious.

• A language learner is not aware of the rules of a language he has acquired, instead he has a ‘feel’ for correctness.

• The acquisition process itself requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.





METHODS FOR TEACHING A LANGUAGE














THEORY – BEHAVIORISTIC APPROACH




THEORY – NATIVISTIC APPROACH



THEORY – NATIVISTIC APPROACH• Knowledge that a certain kind of linguistic

system is possible and that others are not.

• The ability to engage in constant evaluation of the developing linguistic system so as to construct the simplest possible system out of the available input.


THEORY – FUNCTIONAL APPROACH

CURRICULUM DEFINITION• A document which describes a structured

series of learning objectives and outcomes for a given subject matter area.

• Includes a specification of what should be learned, how it should be taught, and the plan for implementing/assessing the learning.

CURRICULUM MODELS

THEORETICAL FRAMEWORK FOR THE ESL STANDARDS• Understanding by Design, or UbD, is a tool utilized

for educational planning focused on "teaching for understanding".

• The UbD framework was designed by nationally recognized educators Grant Wiggins and Jay McTighe, and published by the Association for Supervision and Curriculum Development.

• The emphasis of UbD is on "backward design", the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction.

THEORETICAL FRAMEWORK FOR THE ESL STANDARDS




STANDARDS OF EXCELLENCE FOR THE DEVELOPMENT OF SKILLS

LISTENING: BUILDING ON OTHERS’ IDEAS FOR KNOWLEDGE

The Listening Standard includes skills for present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style that are appropriate to purpose, audience, and task.

SPEAKING: ADAPTABLE COMMUNICATION AND PARTNERSHIP COLLABORATION

The Speaking Standard includes but not limited to skills necessary for formal presentations, the Speaking require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources to evaluate what they hear, use and display strategically to help achieve communicative purposes, and adapt speech to context and task.

READING: TEXT INVOLVEDNESS AND THE GROWTH OF COMPREHENSION The Reading standard places equal importance

on the complexity of what students read and the skill with which they read. This standard defines a grade-by-grade level of text complexity that rises from beginning reading to the college and career readiness high school level. Whatever they are reading, students must also demonstrate a gradually growing ability to understand more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a broader range of textual evidence, and becoming more perceptive to contradictions, ambiguities, and poor reasoning in texts.

WRITING: TEXT STYLES, RESPONDING TO READING, AND RESEARCH

The Writing Standard recognize the fact that some writing skills, such as the ability to plan, revise, edit, and publish, are relevant to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. This Standard stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. The significance of forms of writing: types of essays, research, and investigations, notably included in this strand states the importance of writing skills that are important to research and are infused throughout the document.

LANGUAGE: CONVENTIONS, APPLICABLE AND EFFECTIVE USE, AND VOCABULARY

The Language standards include the essential “rules” of written and spoken English. The Standard is presented as a matter of skills and abilities. The vocabulary focuses on understanding words and phrases, their relationships, and the acquisition of new vocabulary, particularly general academic words and phrases.

EARLY LITERACY DEVELOPMENT• The term "early childhood" refers to the years from

birth to approximately age eight.

• During this period, rapid growth occurs in physical, emotional and intellectual development.

• There is a sequence of developmental milestones that progress from infancy to adulthood.

• Children enter clearly defined stages at predictable times, as set forth by Piaget's theory of child development.

EARLY LITERACY DEVELOPMENT


EARLY LITERACY DEVELOPMENT• Early language and literacy (reading and writing)

development begins in the first three years of life and is closely linked to a child's earliest experiences with books and stories.

• The interactions that young children have with such literacy materials as books, paper, and crayons, and with the adults in their lives are the building blocks for language, reading and writing development.

• We now know that children gain significant knowledge of language, reading, and writing long before they enter school.

EARLY LITERACY DEVELOPMENT• Children learn to talk, read, and write through

such social literacy experiences as adults or older children interacting with them using books and other literacy materials, including magazines, markers, and paper.


ADVANCED LITERACY DEVELOPMENTThe essential components for literary development are:

ADVANCED LITERACY DEVELOPMENT

BIBLIOGRAPHY

Standards of practice. Eight principles of good practice for all Experiential Learning Activities. Retrieved from http://www.colostate-pueblo.edu/careercenter/Documents/NSEE%20Standards%20of%20Practice.pdf

Specialization in English Language Learning and Teaching as a foreign language, UPN, (2012). Abstract Conceptualization: Seven Functions of Language Learners. Retrieved from http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&chapterid=387

Specialization in English Language Learning and Teaching as a foreign language, UPN, (2012). Abstract Conceptualization. Taxonomy of Learning Domains. Retrieved from http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&chapterid=388

Specialization in English Language Learning and Teaching as a foreign language, UPN. (2012). Abstract Conceptualization. Task-Based Approach. Retrieved from http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&chapterid=389

Specialization in English Language Learning and Teaching as a foreign language, UPN, (2012). Abstract Conceptualization. Task-Based Approach. Retrieved from http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&chapterid=389

Smith, M. K. (2001). David A. Kolb on experiential learning. Retrieved October 17, 2008, from: http://www.infed.org/biblio/b-explrn.htm Retrieved from http://en.wikipedia.org/wiki/Learning_styles

BIBLIOGRAPHY

Richards, J. C., & Rodgers, T. S. (1997). Approaches and Methods in Language Teaching. A description and analysis. Cambridge University Press.

Programas de Estudio. (2006). The notion of learning. Lengua Extranjera, Inglés. Educación Básica. Secundaria. p. 10.

Programas de Estudio. (2006). The notion of learning. Lengua Extranjera, Inglés. Educación Básica. Secundaria. P. 15.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: a comprehensive guide. San Francisco: John Wiley & Sons, Inc. Retrieved from http://en.wikipedia.org/wiki/Experiential_learning

BIBLIOGRAPHY

Macedo, Donaldo. (2000). Introduction to the Anniversary Edition of Pedagogy of the Oppressed: 30th Anniversary Edition. New York: Continuum International. P. 17. Retrieved from http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&chapterid=375

Larsen-Freeman, Diane. (2000). Techniques and Principles in Language Teaching. (Second Edition). Oxford University.

Kolb’s Learning Styles and Experiential Learning Model. Retrieved from http://www.nwlink.com/~donclark/hrd/styles/kolb.html

BIBLIOGRAPHY

Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education,.22(2), 91-98. Retrieved from http://en.wikipedia.org/wiki/Experiential_learning

Experiental Learning Principles. Retrieved from http://www.pathintl.org/images/pdf/conferences/national/presentations%20for%20web/2011/Pre-Conf-Ann-Alden.pdf

BIBLIOGRAPHY