TYL Week 2:Theories and L1 Development

Announcements• Marla’s class (pronunciation): you’ll meet at

your usual time– Take a piece of orange paper from the plastic bag!

• Friday’s workshop with Vera will start at

2:10.

Objectives• I can – Explain how the ideas of the following people

relate to teaching young learners: • Vygotsky, Bruner, Piaget, and Gardner

– Describe the similarities and differences between L1 and L2 acquisition.

Agenda• Mix to Music (warm-up)

• Graffiti Brainstorming– Learning and development theories

• Jigsaw Reading: – Differences between L1 and L2 acquisition

MIX TO MUSIC(NAME TAGS)

Mix to Music 1) Music starts=walk around

2) Music stops=find a partner

3) Shake hands.

4) Share: 1) My name is _____. 2) I drew a ________ because _________.

Reflect:• What did you think about Mix to Music?

– Strengths?– How could you adapt Mix to Music to different EFL activities?– Possible problems?

CHAPTER 1: LEARNING AND DEVELOPMENT

Activity 1: Graffiti Brainstorming

• Purpose: –Review Chapter 1 in a collaborative

way (co-constructing meaning)–Apply Chapter 1’s ideas to real

classroom issues

Step 1: Take a pencil!• You’ll meet with your color group next to your

color.

• Notice: 1-4 on one side of the room– 5-6 on the other side

Graffiti Brainstorming: Review

1. Get into your groups.

2. Decide who will be the first writer.

3. Talk for 1 minute: What will you write?1. Write for 2.5 minutes!

4. = Change poster (A to B, B to C, C to A)

– change writer

Home Paper:Finish up!

• Go to your “home” paper

• Read what others wrote

• Add any missing information – write a ? next to ideas you’re not sure about

Home Paper:Application Task

• Apply=take your knowledge and apply it to real life

Home Paper:Application Task

• Talk to your partners:– How can teachers apply these ideas in the second

language classroom? How can these ideas inform our actions and decisions?

– Give examples

– Take short notes on the paper

Home Paper:Share with ½ of the class!

• Choose 1 idea that is the most important for teachers to remember

• Choose a spokesperson

• This person will share the idea with ½ of the class!

Home Paper:Share with ½ of the class!

• Go to Poster A on your side of the room.

• Poster A Spokesperson=explain your 1 important idea

• Go to Posters B and C; repeat

Reflect:• What did you think about Graffiti

Brainstorming?

– Strengths?– How could you adapt this to anEFL context?– Possible problems?

IDEAS TO REMEMBER WHEN YOU’RE TEACHING . . .

Idea 1• Children can’t always use new information

that they’re told; they have to participate in constructing knowledge through action

What do you think the percentages are?

Confucius said . . . • “I hear and I forget.• I see and I remember.• I do and I understand.”

Idea 2: • Piaget's theory [of Cognitive Development]

implies that there is no sense in teaching material to a child until they reach a certain level of maturity because are not able to process it any earlier.

• How does this apply to what we teach in ESL/EFL contexts?

Younger Children = Need Context—Not Abstraction

• Need:– Pictures, manipulatives, TPR, video—help them

understand ideas– This is good practice for ALL learners—not just

kids!– Abstract thinking that younger children can’t

understand well: abstract rules (grammar); language analysis; multi-step directions

Idea 3• We generally go from more egocentric to less

egocentric.

• How does this relate to the teaching of young language learners? How might this affect their behavior?

Idea 4• As teachers, we must be conscious that every

student has a different Zone of Proximal Development. In modern educational jargon, this means differentiation. Educators must design lesson plans that cater to the needs of individual students.

Differentiating: Some simple ideas

• Give students a choice for the ways they show their learning– Example: After reading a story, students can

either make a poster about it, write and perform a short dialogue, make a test for their classmates, etc.

• Heterogeneous grouping– Place higher and lower students together

Differentiating: More Ideas • Vary questioning– Higher students: More difficult questions– Lower students: Easier questions

• Reading– Lower students: Give them the entire paragraph– Higher students: White-out some of the

paragraph’s words; they must guess what goes in the blank

Idea 5: Scaffolding• Single most important idea for ESL!

• Break a task or lesson down into smaller parts– How will you explain the parts?– What visuals will you use?– How will you make it simple and easy to

understand?– How will you help the struggling students to be

successful?

Idea 6: Attention Span• Attention: Correlates with age– 5 years old = 5 minutes– 6 years old = 6 minutes– **This is not for things that are highly interesting

for kids

• You need many changes of state

L1 AND L2 ACQUISITION

Question: What can L2 teachers learn from the L1 process?

• P. 18-19 -- PINK– “Universal Processes in Language Learning”

• P. 19 -- BLUE– “The Role of Input and Interaction”

• P. 20-21 -- ORANGE– “The Achievements of the First 5 Yrs”—Paragraphs 1 and 2

• P. 21 -- PURPLE– “The Achievements of the First 5 Yrs”—Paragraphs 3 and 4

Order of Acquisition

Input and Interaction: Caregiver Speech / Comprehensible Input

Parentese video

How to Speak Parentese

Babies: At first, they don’t speak

• L2: Stephen Krashen: “Silent Period”– Like infancy in L1: Listening and absorbing– L2: Building up confidence and resources

5-year old native English speakers

• Still make grammar mistakes!

–He goed to the store.*–Where you going?*–He like* singing. –Two apples and banana please.*– I seen a little dog.*

Brain Breaks

• Jump-n-Spell

• Slap Count

• X and O

• Cha Cha Slide– 1st grade

Homework• 1. Read article and 1st part of Ch. 6

• 2. Answer questions

• 3. Watch lecture

Let’s Revisit the Objectives

• I can – Explain how the ideas of the following people relate

to teaching young learners: • Vygotsky, Bruner, Piaget, and Gardner

– 1=really well, 2=well, 3=so-so, 4=a little, 5=not at all

– Describe the similarities and differences between L1 and L2 acquisition.

– 1=really well, 2=well, 3=so-so, 4=a little, 5=not at all

3 W’s Reflection