Phonology
Acquisition
View
ED U -3 6 1 0 L i n g u i s t i c s f or Te a c h i n g
EL L
D r. F e l i x M . M e d i n a
We d n e s d a y, S e p t e mb e r 2 9 , 2 0 2 0
Acquisition View
This method assume that
learners use language input to
develop subconscious rules for
a new language.
Pho no lo gy
Acquisitio n View
Orientation
Rationalist
Method
Role of Phonology
Silent Way
Teacher says things only once.
Students attempt to duplicate what
teacher says.
Community Language Learning
Teachers translates what to say
and students repeats.
Problem Posing
Focuses more on oral and written
communication and less on correct
pronunciation
Total Physical Response
Emphasis on listening and
responding physically
Natural Approach
Students go through a series of
stages, and speech emerges
naturally.
Cognitive Academic Language
Learning Approach (CALLA)
Focus on content learning through
language rather than on
pronunciation
Sheltered Instruction Observation
Protocol SIOP
Importance of Teacher Knowledge of
Language Transfer
•
I mp or ta n c w of te a c h e r kn ow l e d g e
•
U n d e r sta n d a sp e c ts of th e
l e a r n e r s' fi r st l a n g u a g e
•
Pr e d i c t th e w a y stu d e n ts ma y
p r on ou n c e E n g l i sh
•
Tr a n sfe r some a sp e c ts of th e i r L 1
i n to L 2
•
Pr on u n c i a ti on ma ke s
c omp r e h e n si on d i fi c u l t, l a n g u a g e
ob je c ti v e s c a n foc u s on
p r on u n c i a tion
Classroom Strategies
and
Accomodations for Oral Language
REPEAT-CORRECT-IMITATE
EX PA ND -MOD EL-REP EAT-EX PA ND
Student: Him has a dog.
Student: Boy b ad .
Teacher: He has a dog.
Teacher: The b oy feels sad .
Teacher: Say, he has a dog.
Student: The b oy feels sad .
Student: He has a dog.
He lost his dog.
Teacher: That's rig ht. The
boy feels sad because he lost
his dog.
C lassroom Strategies
and
Accomodations for Oral Language
FO R ST UDE N T W H O I N FR E Q UE N T LY R E SP O N D A N D A P P E A R A N XI O US TO SP E A K
1 . C oa c h th e stu d e n t p r i or to th e
4 . P r o v ide c h o ic e s, e . g, " D id th e
a c ti v i ty, so s / h e w i l l b e a b l e to
c h a r a c te r f e e l sa d o r f r u str a te d? "
a n sw e r a q u e sti on .
5.
2 . Pr ov i d e n on v e r b a l me th od s of
r e sp on se to i n c r e a se th e stu d e n t' s
P r o v ide se n te n c e c o mple tio n , e . g.,
S a m w a s h a ppy be c a u se h e f o u n d a
_______________.
c on fi d e n c e , e . g . " S h ow me h ow th e
6 . A sk qu e stio n s th a t r e qu ir e simple
c h a r a c te r l ooke d w h e n h e b r oke th e
o n e - w o r d r e spo n se s.
v a se . "
7 . Gr a du a lly in c r e a se y o u r e xpe c ta tio n s
3 . A sk q u e sti on s th a t r e q u i r e on l y
f o r th e le n gth a n d c o mple xity o f th e
y e s / n o a n sw e r s.
stu de n t's r e spo n se
C lassroom Strategies
and
Accomodations for Oral Language
F OR S T U D ENT S W HO HAV E D I F F I CULT Y ORG A NI Z I NG W HAT T HEY NEED TO S AY
1 . G i v e th e m ti me to p r e p a r e a
4 . I f stu d e n t g e ts off tr a c k, g i v e
r e sp on se b e for e c a l l i n g on th e m.
v e r b a l c u e s to h e l p h i m / h e r foc u s,
2 . Pr ov i d e a ou tl i n e , stor y ma p , w e b ,
e tc . To h e l p w i th or g a n i z a ti on .
3 . A sk sp e c i fi c q u e sti on s th a t h e l p
stu d e n ts foc u s r e sp on se , e . g , " Te l l
me on e th i n g th a t th e c h a r a c te r d i d
to fi n d h i s g l a sse ss" v e r su s " How d i d
th e c h a r a c te r sol v e th e p r ob l e m. "
e . g ., " You ' r e te l l i n g me a b ou t th e
c h a r a c te r ' s c l oth e s. I w a n t to h e a r
on e th i n g th a t th e c h a r a c te r d i d to
fi n d h i s g l a sse s. "
C lassroom Strategies
and
Accomodations for Oral Language
FOR STU DENTS W HO HAVE W ORD FI NDI NG PROBLEM S
1 . E mp h a s i z e v o c a b u l a r y t a s k s e s p e c i a l l y
wo r d r elatio nship s (asso ciatio ns,
categ o r izatio n, syno nyms, anto nyms).
2.
E n c o u r a g e d e s c r i b i n g a c t i v i t i e s ( e . g .,
c o l o r, s i z e , s h a p e , f u n c t i o n , s e n s e s )
3. Sug g est a wo r d that the stud ent mig ht
b e t r y i n g t o r e c a l l . If i t i s c o r r e c t , g i v e a
clue ab o ut ho w yo u r ecalled the wo r d ,
e . g ., " Yo u w e r e t r y i n g t o t h i n k o f t h e
w o r d , r a i n b o w. I c o u l d s e e a p i c t u r e i n m y
m i n d o f c o l o r f u l r a i n b o w i n t h e s k y. I
r ememb er ed that a r ainb o w co mes after it
has r ained and the wo r d , r ain, help ed me
r e me mb e r t h e w o r d , r a i n b o w. "