Professional Documents
Culture Documents
2.3 Success in SLLearning
2.3 Success in SLLearning
Language programs for young learners must take into account the distinctive
characteristics and needs found at each level of cognitive, social, psychomotor, and
educational development, as well as the insights of second language acquisition
research. Specific applications for the young learner are identified in the key concepts
outlined below.
In most
Many teachers have found the simple device of using a sign to indicate the present
language of communication to be very successful in maintaining a clear separation of
languages. The sign, for example, reads "English being spoken now" on one side, "On
parle franais maintenant," on the other.
communication changes, the sign is flipped over. The sign encourages cooperation
from the students--and even reminders from them when the teacher or a fellow student
slips and may speak the native language instead of the immersion language. Teachers
who have tried this technique have found it to be very effective.
They
scaffold
instruction
so
that
learners
become
increasingly
We now know that learning is the process of extracting meaningful patterns from the
rich input of the environment and learning can actually be inhibited by efforts to simplify
input or to present information! on in a carefully sequenced, pre-patterned manner.
Learning is best served by providing students with meaningful purposes and rich and
varied contexts.
3.
For the young learner these contexts include social and cultural
situations, subject content instruction, and experiences with activities such as art,
crafts, sports, and hobbies.
The context within which communication takes place is the basis for all language activities.
This context can vary greatly from activities based on the regular school curriculum such as
those founded in immersion programs and in content-based or content-related instruction to
Congreso Internacional Adquisicin de Lenguas Extranjeras en Edades tempranas
Oviedo, 24 al 26 de septiembre de 2001
activities more typically found in early language learning programs such as play, drama, roleplay, games, songs, children's literature, folk and fairy tales, storytelling and re-telling and
puppetry.
4.
use of story form and activities such as storytelling, music, games, rituals, drama, and
celebrations.
Engaging the emotions in language learning through the activities mentioned above will make
the learning more memorable for the students.
6.
Learners are surrounded with meaningful language, both oral and written, from
Expectations for
language production, very limited for beginners, increase as learners move! from early
to intermediate and more advanced stages
Research in second language acquisition suggests the need for early language
experiences that provide many opportunities for listening comprehension especially at the
early stages. When listening comprehension rather than speaking is emphasized, students
associate the new language with meanings before they make a conscious attempt to produce
sounds and expressions. This is an important factor related to current early language learning
programs since early language learning programs of the past placed a heavy emphasis on
imitation and speaking.
An initial listening period should be provided in which students are not expected to respond in
the target language. Immersion programs provide a good model for this initial listening period.
Immersion programs, students hear only the foreign language from the first day of school. All
classroom instructions and directions are in the foreign language so that students acquire the
foreign language in play and work situations that are related to meaningful communication.
Even though the teacher is constantly using the foreign language, at the beginning stages, the
students may use English among themselves and also in speaking to the teacher. This
reduces anxiety and frustration and allows the children a period of time in which they can build
up comprehension skills. Within one to two years in the program (or longer depending on the
program model) the children move rather automatically into speech production.
! x540Activities that encourage listening skills, especially in the early stages, include such
strategies as active physical involvement, during which the students must respond to verbal
commands by performing certain actions. Other activities that encourage listening skills are
teacher demonstrations (with the teacher making use of props, pictures, and pantomime to aid
comprehension), descriptions, and telling or reading a story. To use descriptions for listening
practice, the teacher describes an object or picture, constantly using gestures and specific
elements of the object or picture to make the meaning clear. The teacher can then check
listening comprehension through yes-no, short answer, either-or questions, or by pointing or
having students otherwise identify information from the picture.
7.
Reading and writing are used as communicative tools, as appropriate to the age
Assessment is an integral part of planning and instruction just as are the choice
of theme and language, content and culture objectives. Well-written outcomes
and well-planned lessons contain or imply an assessment strategy, and the first
step in structuring any lesson is to ask the questions, "What do I expect
students to be able to do as a result of this instruction?" and "How will I know if
they have met this goal?"
9. Culture is learned through experiences with cultural materials and practices.
Elements from the target language culture are essential components of all planning and
teaching.
Children learn about a new culture through meaningful experiences with cultural
practices and cultural events that are appropriate to their age level, their interests, and
the classroom setting. Providing experiences with the new culture rather than simply
talking about it are just as important in culture instruction as is providing meaningful,
communicative experiences in language instruction rather than just talking about it.
10. Planning is organized around a thematic center and aligned with content and
performance standards. There is a balance among the basic goals of culture, subject
content, and language in use.
This thematic center around which planning is focused enables the creation of a
"web" of activities around a central idea which may be a curriculum concept, a word, a
theme, a book or a story. Since the web shows graphically how the pieces of the
theme fit together, students are able to see the relationship of the theme or unit to
many areas of the curriculum and are able to make the connections. Within the web,
second language learning is combined with subject content leaning and cultural
learning in an integrated language process, and not pursued as a separate skill. Webs
can be organized in different ways: in a free form manner or according to various
content disciplines. Below are examples of both types.
11.
Curriculum
and
instruction
are
organized
according
to
12.
The most important factor in teaching and learning in any setting is the learner.
Learners of any age differ from one another in significant ways: individuals may learn
best through listening or reading; they may learn more easily alone or within a small
group; they may require heavy visual reinforcement or learn better through verbal
explanations; they may respond better to a sequential or to a random organization of
materials or experiences. Each learner's experience differs from those of class peers
in a variety of ways. Children and adolescents, however, differ from older learners in
certain patterned and predictable ways as they progress through stages of
development.
especially important for the elementary school foreign language teacher. (Curtain and
Pesola, 1994)
13. The foreign language program draws from and reinforces the goals
of the general school curriculum, including across-the-curriculum goals
such as cognitive skill development and global education.
foreign language teacher carefully selects concepts from the regular curriculum
Congreso Internacional Adquisicin de Lenguas Extranjeras en Edades tempranas
Oviedo, 24 al 26 de septiembre de 2001
that are clearly defined and do not require an excessive vocabulary load. The
teacher takes into consideration the language skills, content skills, and cognitive
skills required by the students in order to achieve success with the lesson.
Content-based instruction is gaining more and more attention, because it allows
schools to combine t! he goals of the second-language curriculum with some of
the goals of the regular curriculum.
Integration of language and content goals also correlates closely with the
move toward communicative language teaching and the move toward more
holistic instruction. In order for communication to take place, there must be
some knowledge or information to be shared.
In content-based teaching
artificial context for activities that will help to bring across certain language
structures. The language arises out of natural situations in a science lesson on
magnets, or animal habitats, a social studies lesson on using world maps or a
mathematics lesson on estimation and measurement.
REFERENCES
Curtain, Helena and Carol Ann Pesola.(1994) Languages and Children: Making the
Match, Second Edition, White Plains, New York: Longman. (Available from Prentice
Hall, USA)
Curtain, Helena and Carol Ann Dahlberg (In Press) Languages and Children: Making
the Match, Third Edition, Englewood Cliffs, NJ: Allyn and Bacon.