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Second Language Acquisition & Applied Linguistics:
Foundations forContent Teachers
Robert J. DickeyKeimyung University
Korea TESOL
Second Language Acquisition
• the basis of modern language instruc-tion– a new science (1950s)– many controversies– largely theoretical– mostly unproven
https://elt502ciu.wikispaces.com/file/view/Introducing+Second+Language+Acquisition.pdf
Applied Linguistics
• attempting to put the classic “science” of linguistics to use in language learn-ing
• the basis of modern language instruc-tion– many controversies– largely unproven
http://www.stiba-malang.com/uploadbank/pustaka/MKLINGUISTIK/INTRO%20TO%20APPLIED%20LING.pdf
Language Teaching
• a profession* without its own “science”• borrows from other fields
– Linguistics– Second Language Acquisition– Applied Linguistics– Pedagogy
* some argue that Language Teaching is not a pro-fession because it lacks its own science…
L1 vs. L2
• “Language Instinct” (innate)• L1 mother tongue (acquired)• L2 second or additional language
– “Learned” or “Acquired”?• “studied” consciously (formally or informally)• OR…
– Critical Period Hypothesis /“Sensitive Period”
Acquisition Perspectives
• Grammar approach (Chomsky)– language “settings” for Universal, Trans-
formative, or Generative Grammar– Critical Period is very very early– “grammar” includes vocabulary, pronun-
ciation, sentence structure, other “rules” of a language
• Input approach (Krashen)
Instruction: Explicit or Implicit
• Lecture– Grammatical rules– Vocabulary (homework)
• Practice & Tests– No Mistakes!– Correction quick and clear
• OR…
CLIL(Content & Language Integrated Learning)
Concepts and Basics
Robert J. DickeyKeimyung University
Korea TESOL
ESOL, EFL, ESL
• English to Speakers of Other Lan-guages
• English as a Foreign Language– expect students to share L1– Teacher speaks students L1?
• English as a Second Language (!!!)– expect students to NOT share L1– usually in “native-speaker land”
CLIL: Defined
• Content: what you want to learn• Language: you also want to learn• Integrated: both are targeted, with
learning objectives for both, through-out the learning process
• Learning: contrast to teaching
CLIL: Conceptually
• “Killing two birds with one stone”• “Learning by Doing”• “Language in Context”
“not talking about language,but using language
to learn language and content”
CLIL: Conceptually
Compare• Language Across the Curriculum• Foreign Language Medium Instruc-
tion (English Medium Instruction)• Content-based Language Instruction• English for Specific Purposes• “Topics” in English (Readings)
Conceptually…
Subject-matterClass (Science)
Subject-matterClass (Science)
Language Class (English)
Language Class (English)
Balance: Content & Language
• Aim– Integrated, Balanced, Throughout
• Reality Teachers & Students have– preference for learning objectives– skills limitations– NO TIME
Balance…
Cognitive Load
Overload
Design in CLIL
• Classroom Methods NOT prescribed• Learner-talk NOT controlled (not
“English-only”)• Focus on –
– Learning Objectives– Teacher-talk (modeling language)– Integration (“learning through the L2”)– ?? Bilingualism ??
Rough-Tuning
Extra-Linguistic Cues
• Body Language• Audio-Visuals• Context (topics, environment, etc)• Bilingual (contrasting?) inputs
– Book in Lx, Lecture in Lz?
• Prior Learning
The Reading
• Why students should care• Specific teaching objectives• Design student responses• Model text (if you want them responding
in English)• Design test (assessment) to match the
teaching objectiveshttp://www.content-english.org/data/dickey-ei.pdf
Discussion
What’s Ahead this week?(with Rob Dickey)
• Communicative Language Teaching – What, Why, How
• Flipped Classrooms, Activity-based Classrooms (task-based)
• Lesson-Planning, Homework, Testing/Evaluation
