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.