Professional Documents
Culture Documents
Acquisition vs.
Language Learning
by understanding
messages
comprehensible
Input Hypothesis (CI)
Humans acquire language in only one way by
understanding messages or by receiving
"comprehensible input”
CI = i + 1
Language Acquisition
Similarities&
differences between
first and second
language acquisition
L1
L2
SLA
Krashen’s 5
Hypotheses: the
Monitor Model
Acquisition - Learning
Distinction
Natural Order Hypothesis
Monitor Hypothesis
Input Hypothesis
Affective Filter
Krashen’s 5 Hypotheses
Acquisition - Learning
Distinction
Natural Order Hypothesis
Monitor Hypothesis
Input Hypothesis
Affective Filter
Acquisition
leads to spontaneous,
unplanned communication.
Acquisition vs.
Learning
Implicit Explicit
Subconscious Conscious
Informal Formal
situations situations
Uses grammatical Uses grammatical
feel rules
Depends on Depends on
attitude aptitude
Stable order of Simple to
acquisition complex
PAIDEIA philosophy
The 3 columns of
instruction
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Krashen’s 5 Hypotheses
Acquisition - Learning
Distinction
Natural Order Hypothesis
Monitor Hypothesis
Input Hypothesis
Affective Filter
Natural Order Hypothesis
We acquire the rules of
language in a predictable order
We do not yet know the exact
order of language acquisition
Implications for grammar
syllabus instruction…
Krashen’s 5 Hypotheses
Acquisition - Learning
Distinction
Natural Order Hypothesis
Monitor Hypothesis
Input Hypothesis
Affective Filter
Monitor Hypothesis
Conscious learning ... can only
be used as a Monitor or an
editor (Krashen & Terrell 1983)
Krashen’s 5 Hypotheses
Acquisition - Learning
Distinction
Natural Order Hypothesis
Monitor Hypothesis
Input Hypothesis
Affective Filter
Input Hypothesis (CI)
Humans acquire language in only
one way - by understanding
messages or by receiving
"comprehensible input”
CI = i + 1
Providing Input for
Acquisition
Interesting and
Relevant
Not grammatically
sequenced
Sufficient quantity
Signal meaning visually
Gesture or act out meaning of
words
Use props
Draw or show other visuals
Krashen’s 5 Hypotheses
Acquisition - Learning
Distinction
Natural Order Hypothesis
Monitor Hypothesis
Input Hypothesis
Affective Filter
The Affective Filter
The Affective Filter
Native language interference
Effects of instruction
INTERLANGUAGE Overgeneralization of rules
L2 learning strategies
L2 communication strategies
Error correction is NOT
the basic mechanism for
improving second
language performance.
-Krashen
Types of errors
Strong errors - interfere
with meaning
Weak errors - poor grammar
usage but doesn’t affect
meaning
Long’s Interaction
Hypothesis
1983
Input can be made
comprehensible in three ways
Simplifying the input (using
familiar structures and
vocabulary)
Using linguistic and
extralinguistic features
(background knowledge, gestures…)
Modifying the interactional
structure of the conversation -
Long’s Interaction
Hypothesis
Students and teachers make
input more comprehensible by
negotiating meaning
Students need to ask more
questions to negotiate meaning
and negotiate the type of input
they receive in order to
acquire language
Students who acquire best
negotiate most
Negotiating Meaning
conversationally competen
By giving them the means
of managing
conversations, we can
help them participate in
conversations despite
their inadequacies.
Devices to control the
quantity and quality of
INPUT
Asking the native speaker for
help
Verbal and non verbal cues:
Uh, yeah, I mean …
Nodding appropriately, eye gaze,
behavior
Changing the subject to
something easier to understand
Input Processing
Instruction
Input Processing
INPUT
(simplified and tailored to the
learner’s level)
INTAKE
(a filtered, processed version of
the input)
Professional
Literature
and Research
Standards for
Foreign Language
Learning
COMMUNICATION
S
CULTURES
CONNECTIONS
COMPARISONS
COMMUNITIES
Comprehensibilty
Language Control
Vocabulary Usage
Communication
Strategies
Cultural Awareness
K-12 Performance
Advanced
Guidelines
Int. High
Int. Mid
Int. Low
Novice
High
Novice
Mid
Novice
Low
K-4 K-8 K-12 5-8 5-12 7-12 9-10 11-12
ACTFL K-12
Performance
Guidelines
Perhaps the single most useful
document to inform our
teaching and assessment of
student language and culture
acquisition
Available at ACTFL.ORG
Professional
Literature
and Research
The Standards
In the past, foreign
language instruction
focused primarily on the
memorization of words
and grammar rules.
American Council on the Teaching of Foreign
Languages. Standards for Foreign Language
Learning: Preparing for the 21st century.
Lawrence, KS: Allen Press, 1996, p. 97
The standards require a
much broader definition
of the content of the
language classroom, one
in which students are
given ample opportunity
to explore, develop, and
use communication
strategies, learning
strategies, and critical
as well as the
appropriate elements
of the language system
and culture.
Standards for Foreign Language Learning: Preparing for
the 21st Century, p. 97
Unfortunately, as
generations of language
students have taught us,
grammar by itself does
not produce individuals
who can speak or
understand the language
they studied.
Standards for Foreign Language Learning: Preparing for
the 21st Century, p. 97
Foreign languages are not
“acquired” when students
learn
an ordered set of facts
about the language (e.g.,
grammar facts,
vocabulary).
Standards for Foreign Language Learning: Preparing for
the 21st Century, p. 97
Students need to be able to
use the target language for
real communication … to carry
out a complex interactive
process that involves
speaking and understanding
what others say in the target
language as well as reading
and interpreting written
materials
Standards for Foreign Language Learning: Preparing for
the 21st Century, p. 97
Incorporating
Comparisons Standard
4.1 into Foreign
Language Teaching
Serafima Gettys
Stanford University
Data collection;
demonstrations; research
projects; logs; reports
Content-Based
Instruction
Foundation of immersion programs
since the 60s
Research confirms that CB
approaches result in student
attainment of advanced levels of
proficiencies
Researchers suggest implementing
CBI at the high-school level by
offering content-based electives
such as art, PE, and music
Content-Based
Instruction
What is CBI?
CBI uses the content, learning
objectives, and activities from
the school curriculum as the
vehicle for teaching language
skills
Content-Based Art Units
Frida Kahlo
Fernando Botero
Pablo Picasso
Francisco de
Goya
The Huichol
Henri Matisse people ¥ Las Meninas 1656
V
e
l
Claude Monet The Aztecs
Mir
z
Cézanne ¥ Chiffres et
q
u
e
Georges Seurat
Constellations
z
Content-Based Units
Based on Videotext (film
clips)
• Highly comprehensible
An essential source of CI
Reading in the language
Short Stories
Free Voluntary
Reading
Classroom
Libraries
Reading Log
Graded Readers
Cultural
Readings
Provides
research
supporting
reading in FL
programs
Makes a
strongs case
for Free
Voluntary
Reading
Free Voluntary Reading
Spanish French
Children’s
Literature and
Classic Tales
An excellent source of repetitive, highly
predictable yet interesting CI
The Natural
Approach
Krashen & Terrell,
1983
Natural Approach
Techniques
a) Affective-Humanistic activities
* dialogues – short and useful - 'open'
dialogues
* interviews – pair work on personal
information
* personal charts and tables
* preference ranking – opinion
polls on favorite
activities
* revealing information about yourself –
e.g. what I
had for breakfast
* activating the imagination – e.g. give a
Natural Approach
Techniques
b) Problem-solving activities
* task and series – e.g. components of an
activity
such as washing the car
* charts, graphs, maps – e.g. busfares,
finding the way
* developing speech for particular
occasions – e.g. What do you say if
…
* advertisements
c) Games, e.g. What is strange about … a
bird swimming?'
d) Content activities, e.g. academic
subject matter such as math
The Natural Approach
Limitations:
Often incomprehensible
input
i + 32
Lack of sufficient
quantity of input
Total Physical
Response
“Classical TPR”
Created by James
Asher
TPR steps
Model
Assess
Delay modeling
Remove modeling
Novel commands
PACE model
Presentation
Attention
Co-construction
Extension
Developed by Donato and AdairHauk
Total Physical
Response
Storytelling
TPRS
created by Blaine Ray
TPRS =
Teaching
Total Physical
Proficiency
Response
through Reading
Storytelling
& Storytelling
TPRS
created by Blaine Ray
STORYTELLING
ASKING
Step 3
THE 7 STEPS Step 1
Literacy Vocabulary
Vocabulary - Pre-teach it
Retell (Teacher)
Reading
yes / no
either / or
Fill in the blank
Who? Where? When? What?
How? Why?
Popular Songs
EL BARQUITO
Había una vez un barco muy chiquito
… ( x 3 )
que no podía … ( x 3 ) navegar.
Pasaron una, 2, 3, 4, 5, 6, 7
semanas… (x 3)
pero el barquito todavía, no podía
navegar.
Y si esta historia no les parece
larga… (x 3)
Volveremos, volveremos, volveremos a
Methods I use to teach
language and culture
Total Physical Response (TPR)
TPR Storytelling (TPRS)
Content-Based Instruction
(Immersion)
Thematic Units
Children’s Literature
Reading
Traditional and Popular Music
Assessment
Accuracy - ACTFL proficiency
guidelines
Informal vs. Formal
Class participation
Performance Based assessment
Quizzes
Timed writings
Use informal assessments to
indicate when students are
ready to perform on more formal
I believe
that all
students can
successfully
acquire more
than one
language,
and that I
am
responsible
for making
My Philosophy
In order for all students to
acquire and language, I must
provide the motivation and the
language input in my classes.
I am only successful when each
student is successful to the
best of his/her ability.
“The purpose of language
instruction is to provide
students with what they need
so they can progress without
us.”
-Krashen
Recommended Reading
American Council on the Teaching of Foreign
Languages (ACTFL), 1995. Standards for
Foreign Language Learning: Preparing for the
21st Century. Yonkers, NY: American Council
on the
Teaching of Foreign Languages, Inc.