Day 43: Community Language Learning

Community Language Learning  

1970s

One of the Designer Methods stressing the role of the affective domain in promoting cognitive learning.

What this great video of a class using CLL found by Andre Welchez

Day 42: The Audio Lingual Method

by www.slideshare.net

PowerPoint Presentation

Day 41: The Direct Method

Presentation 2:  THE DIRECT METHOD

Day 40: The Grammar Translation Method

Presentation 1:  THE GRAMMAR TRANSLATION METHOD

Day 39: Taking a glimpse at Task-based Language Teaching (TBLT)

Objectives

Students will be able to

• have a first-hand experience of a TBLT lesson.
• reflect on the experience.

Today we are all going to engage in a group task, THE HOSPITAL TASK. 

Students will divide in groups of 4. One student will goo the board.

Source:

The Hospital Tak is an idea taken from Professor Numa Markee, University of Illinois at Urbana-Champaign.

Day 38: Organizing Final Project

Objectives
Students will be able to meet with their team members to plan for the research and upcoming presentation of the method assigned.

Prompt for Final Project
Schedule of Presentations

Day 37: Motivation (wrapping up)

Today we will finish the discussion of Dornyei's article and its implications to L2 language teaching.

Day 36: Motivation (cont.)

Today we will have a forum on Dörnyei´s article.
Make sure you read the article before class and highlight those ideas that you find interesting.

Zoltan Dörnyei
(Retrieved from Wikipedia.org)

This website, sponsored by the U.S. Department of State, is a great resource to continue learning about all important topics in our profession:

http://americanenglish.state.gov/ 

Day 35: Motivation

Objectives

Students will be able to

• read Dörnyei´s article on Motivation and Motivating in the Foreign Language Classroom.
• summarize its most important ideas.    

Here it is Dörnyei´s article on motivation.

Day 34: Introducing Methods in ELT

Today we will make a stop in our exploration of SLA to organize the final project in the course.

Please, bring the photocopies I assigned on Monday. You'll need them today.

If you haven't gotten them yet, please do so; they are at the photocopy booth on the fourth floor, ask Andres for Ms. Milla's material (Brown book).

See you in class
Marcia

Homework
It is of outmost importance that you develop this handout prepared to discuss your readings.  You should be able to finish all questions related to Chapter 2 by next Monday. You do not have to present this handout to me but it is the perfect way to study for your final examination.

Day 33: The Phenomenon of Fossilization

Image is from www.docstoc.com

Objectives
Students will be able to

• discuss the ways in which the notion of Interlanguage can be applied to the classroom.

• take a look at the notion of fossilization and its impact in language learning.

INTERLANGUAGE (review)

One definition
Interlanguage is a term that describes the language leraner's journey from his native language (L1) to acquisition of the target language (L2). 

Term coined by Larry Selinker (1972) in his famous article inspired by studies in error analysis and correction

The Interlanguage Theory tried to determine if there was a continuum i the internal grammar of learning additional languages, and through research, resolve if learners acquired L2 in much of the same fashion as L1.

Factors involved in the development of Interlanguage
nature of input
environment
internal processing of the learner
influence of L1

Characteristics of Interlanguage 

This "separate language system" is:

systematic
The learner forms an internal his/her own rules and structures, which may or may not be the proper rules of the L2 being learned.

dynamic
The internal rules formed in the head of learner are not static and have the ability to be altered.

variable
There  are numerous factors involved with language and rule acquisition that vary from person to person: the nature of the input (instruction, TV, etc), the environment (the classroom, the instructor, etc.), and exposure (foreign language, second language, etc.).

Source:  www.tesolclass.com

FOSSILIZATION

Fossilization can be defined as the point at which no further learning appears possible, with the student's performance apparently impervious to both exposure to English and explicit error correction (Otavio).

Day 32: Interlanguage

Objectives

Students will be able to grasp basic concepts associated with the term Interlanguage and its importance in the acquisition of a second language.

Review
Watch Stephen Krashen giving a presentation on language acquisition.

Interlanguage
Video 1: Interlanguage and Error Analysis
Applying the concept of Interlanguage to teaching and learning

Day 31: Wraping up Krashen´s Monitor Theory

Objectives

Students will be able to

• briefly discuss their participation in the Intercultural Fair.
• learn what is ahead in the course.
• wrap-up and consolidate what was discussed about the Monitor Theory.

The instructor will go over the 5 hypothesis in Krashen´s Monitor Theory.

Watch Krasher's lecture on language acquisition.

Day 30: Feria Intercultural (day 3)

Today, I hope to see you all at the stands that will be presented by different classes.

Retrieved from www.clarin.com

Next Week:

We will retake our study of Second Language Acquisition. Please make sure you have mastered Krashen´s Monitor Theory and its five hypothesis. 

Day 29: Feria Intercultural (day 2)

Retrieved from www.respectdifferences.org

Today I'm attending the Seminario Taller sobre Derechos Humanos para Profesores de la Facultad de Humanidades. Lugar: Auditorio del IUDPAS de la UNAH, from 8:00-17:00.



You can participate in the following events:
(Please make sure you document your presence at the events you decide to attend. This can be done through an attendance list or photos (taken with your cellphones. You will present this proof to me next Monday.)

9:00    Caravanas de la Paz. Ciudad Universitaria.

9:00-10:00  Sala de Usos Multiples CISE. Centro Comercial

Presentacion: Politica Nacional de Prevencion de la Violencia Juvenil.

Foro Estudiantil:  Las Maras como Subcultura, Programa en las Etnias a Raiz del Neoliberalismo, Perspective de un Misquito sobre los Misquitos, Derechos Humanos: Falta de Tolerancia.

9:00-10:00  Sala de  Proyecciones del CRA

Presentacion:  Programa de Sostenibilidad en Derechos Humanos

14:00-16:00  Auditorio Central Juan Lindo (Confirmar con la Carrera sobre el lugar)
Lanzamiento del Programa Voluntarios para Gestion Cultural-UNAH

15:00-18:00  Ala Central de la Plaza Trino
Tarde Artistica Hacia la Consolidacion de la Identidad Nacional

18:00:19:00  Desfile de Luces

Day 28: Feria Intercultural (day 1)

Retrieved from www.humanrights. gov. au

Objectives

Students will be able to

• attend the inauguration of the III Feria Intercultural Paz, Tolerancia y Derechos Humanos "Roberto Sosa."
•  listen to the conference "Cultura de Paz y Derechos Humanos" by Wilfredo Mendez, Director CIPRODEH.

Homeowork:
1. Make a brief summary of the conferences  you attend  and present it in class on Monday, Nov. 4.
2. Read and review all the materials posted for Krashen's Monitor Theory on day 27. You'll be asked about your understanding of these materials.

Day 27: Krashen's Monitor Theory in SLA

Objectives

Students will be able to become familiarized with the different hypothesis in Krashen's Theory.

A brief summary of the Monitor Theory.

Retrieved from glogster.com

 Krashen on compreshensible input

Watch and listen to an interview with Dr. Krashen.

Sources

1. Images are from glogster.com

• Numa, M. (2013). Second Language Acquisition Course. EIL 486. University of Illinois at Urbana-Champaign

• Videos are from YouTube.

• Interview is from http://www.livesofteachers.com/2012/07/10/an-interview-with-dr-stephen-krashen/

Day 26: Mid-Term Examination

Retrieved from www.tes-preparation.ca

Mid-Term exam

Day 25: Discussion: The case of Feral Children

Objectives

Students will be able to talk about their ideas after watching the Genie videos.

I.  Group Work. Please form groups of three or four. Answer the questions:

1. Why is Genies's case interesting to the scientific community?
2. Which scientific disciplines seem to "have a stake" in Genie's story?
3. Was Genie mentally retarded or was it that she just couldn't learn to speak because had missed the critical period of language learning?
4. Do these stories of feral children validate or disproof Lenneberg's theory?
5. Which side of the Nature vs Nurture debate do these cases support?

II. Whole class discussion.

Homework

Mid-Term Examination is tomorrow. Please make sure you bring some money to pay for the photocopies (there are several pages).

Friday noon is the dateline to turn in your Reflective Essay Assignment.  If you´re turning it in on Friday, leave it on my desk at the Carrera Teachers´ Room.  I will not take essays after this time.

Homework: Nova Program, The Genie Videos

Before our class next Wednesday, October 23, please watch the NOVA program. This program originally aired on Nova (PBS) in 1994 about Genie, a child who was deprived of human contact (and therefore linguistic input) for the first 13 years of her life. The program speaks rather dramatically to the issue of whether, and if so how, age affects L1 acquisition. It also has important implications for the effects of age on SLA.

Questions to think about:

1. Why is Genies's case interesting to the scientific community?
2. Which scientific disciplines seem to "have a stake" in Genie's story?
3. Was Genie mentally retarded or was it that she just couldn't learn to speak because had missed the critical period of language learning?
4. Do these stories of feral children validate or disproof Lenneberg's theory?
5. Which side of the Nature vs Nurture debate do these cases support?

Genie (part 1)

Genie (part 2)

Genie (part 3)

Genie (part 4)

Genie (part 5)

Genie (part 6)

Source: Markee, N. (2013). Second Languge Acquisition. University of Illinois at Urbana-Champaign. Copyright © 2013 The Board of Trustees of the University of Illinois.

Day 24: Universal Influences in SLA: Age

Objectives

Students will be able to

read and discuss the Critical Period Hypothesis and its relevance in Second Language Acquisition.

 . 

Lenneberg's Critical Period Hypothesis

Discussion.  How might age  influence the rate of L2 acquisition?  Use  your own experience of second language learning.  What does Ortega say about this? (pages 16-17). What about Ioup et al's account of Julie's learning  of Arabic? What other variables may interact with age to affect the rate of SLA?

Homework 

The studies done on feral children (children raised in social isolation with little or no human contact) have tested Lenneberg's theory. Please, watch the videos about Genie posted on this blog. We'll have a discussion about them in tomorrow's class.

Day 23: Second Language Acquisition

Objectives

Students will be able to

• define what SLA is.
• discuss popular ideas about language learning.

I. Comment on statements about SLA.

II. Popular ideas about language learning. Discuss

Homework
Read Ortega´s chapter 1
Watch Nova videos

Day 22: First Language Acquisition (cont.)

Objective

Students will be able to continue discussing the debate between nature and nurture.

Presentation

Day 21: First Language Acquisition

kerry43.hubpages.com

Objectives

Students will be able to

• take a look at the rubric for their reflection essay.
• begin their study of first language acquisition. Today they will be introduced to the debate: Nature vs Nurture.

I. Rubric for Reflection Assignment

II. First Language Acquisition Theory
Handout


Homework
Read this article for next class.

Day 20: Writing a Reflective Essay (second group)

Objectives

• Students will be able to write an outline of their reflective essay on learning theories.

eyobberhanne56.wordpress.com

a.  The Writing Process
b.  Prompt
c.  Writing workshop
         About reflective writing
         Reflective writing (an article)
         examples
d.  Avoiding plagiarism
     Purdue Writing Lab  
     APA Website    

Homework

Please, start working on this assignment today. You are allowed plenty of time to write several drafts before the dateline. Dateline: Friday, October 25 at 12:00 noon.

Next week, I will be posting the rubric for this assignment.

If you wish some feedback on your final draft before you turn it in, please make an appointment.

Day 19: The Theory of Multiple Intelligences (second group)

Howard Gardner

Objectives

Students will be able to

• list the different types of intelligence humans may possess.
• discuss the implications of this theory in the classroom.

Howard Gardner viewed intelligence as ‘the capacity to solve problems or to fashion products that are valued in one or more cultural setting’ (Gardner & Hatch, 1989). 

Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called ‘personal intelligences’ (Gardner 1999: 41-43).

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Bodily-kinesthetic intelligence entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

Naturalistic intelligence 

This video will give you ideas on how to implement theMultiple Intelligences Theory of Learning in the classroom.

Watch Dr. Gardner talking about his learning theory.


Reading material: Read the following article on how linguistic intelligence is fostered in Montessori schools.
Linguistic Intelligence

Homework

Review your understanding of the five learning theories we have discussed. Tomorrow you will be instructed on the reflective essay you will write regarding this topic.



Sources
Carman, A. Video: Multiple Intelligences in the classroom.mov. Retrieved from: http://www.youtube.com/watch?v=zGX458fHRF4

Image of Dr. Garner retrieved from: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/

Material for this posting retrieved entirely from: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/

Newsletter from International Montessori. Montessori Motion. Annie Hoekstra-de Roos (ed). Nov 2011, 19/2.
Purefoy, D. Video. Howard Gardner of Multiple Intelligence Theory. Retrieved from: http://www.youtube.com/watch?v=l2QtSbP4FRg

Day 18: Writing a Reflective Essay

Objectives

• Students will be able to write an outline of their reflective essay on learning theories.

eyobberhanne56.wordpress.com

a.  The Writing Process
b.  Prompt
c.  Writing workshop
         About reflective writing
         Reflective writing (an article)
         examples
d.  Avoiding plagiarism
     Purdue Writing Lab  
     APA Website    

Homework

Please, start working on this assignment today. You are allowed plenty of time to write several drafts before the dateline. Dateline: Friday, October 25 at 12:00 noon.

Next week, I will be posting the rubric for this assignment.

If you wish some feedback on your final draft before you turn it in, please make an appointment.

Day 17: The Theory of Multiple Intelligences

Howard Gardner, Multiple Intelligences and Education

Objectives

Students will be able to

• list the different types of intelligence humans maypossess.
• discuss the implications of this theory in the classroom.

Howard Gardner viewed intelligence as ‘the capacity to solve problems or to fashion products that are valued in one or more cultural setting’ (Gardner & Hatch, 1989). 

Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called ‘personal intelligences’ (Gardner 1999: 41-43).

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Bodily-kinesthetic intelligence entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

Naturalistic intelligence 

This video will give you ideas on how to implement theMultiple Intelligences Theory of Learning in the classroom.

Watch Dr. Gardner talking about his learning theory.


Reading material: Read the following article on how linguistic intelligence is fostered in Montessori schools.
Linguistic Intelligence

Homework

Review your understanding of the five learning theories we have discussed. Tomorrow you will be instructed on the reflective essay you will write regarding this topic.



Sources
Carman, A. Video: Multiple Intelligences in the classroom.mov. Retrieved from: http://www.youtube.com/watch?v=zGX458fHRF4

Image of Dr. Garner retrieved from: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/

Material for this posting retrieved entirely from: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/

Newsletter from International Montessori. Montessori Motion. Annie Hoekstra-de Roos (ed). Nov 2011, 19/2.
Purefoy, D. Video. Howard Gardner of Multiple Intelligence Theory. Retrieved from: http://www.youtube.com/watch?v=l2QtSbP4FRg

Day 16: Taking a Closer Look at Humaninsm (wrap up session)

Objectives

• Students will be able to share their findings on Humanism as a learning theory and summarize its main tenets.

I. Presentation
  Guide
  Video 1 (Important principles on Humanistic Theory in Education)

II. Maslow´s Contributions to Education

Maslow´s Hierarchy of Needs

Video (Maslow´s Hierarchy of Needs explained)

Four Theories of Learning




Sources
Campana, T. Humanistic Theory. Retrieved from YouTube at
 http://www.youtube.com/watch?v=OPRHLZTVVwQ

Image of Maslow´s Hierarchy of Needs is from Jeannie Campbel at the charactertherapist.blogspot.com

Maslow´s biography was retrieved from Palacios, R. website at Mistermadrid.com/psicopedagogia