Second Language
Acquisition and Theory
Mrs. Julie Lucas
[email protected]
623-330-8558
Welcome to Class
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Remember to sign-in!
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Start looking through the WIDA handbook
you received last week and especially focus
on how the Can Do’s build as you go up from
Pre-K through 12th grade and across the
language levels.
Be ready to share an “Aha” at 4:10.
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Agenda
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WIDA Overview
Objectives
Cook Book Chapter 12
Break
Cook Book Chapter 13
Objectives
Group Project Time
Welcome to the World of WIDA
A Brief Overview
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Levels (old and new)
Five Standards (change to content focus)
Features of Academic Language (linguistic
complexity, language forms and conventions,
vocabulary usage)
Levels (paragraph/discourse, sentence,
word/phrase)
Writing Rubric
Can Do’s
Objectives
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I can evaluate and explain the six different models of
L2 learning by reading, discussing, and creating a
graphic organizer explaining my assigned model.
(combo objective)
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I can evaluate the positive and negative aspects of
the five different language teaching styles by reading
and making a +/- T-Chart for all five teaching styles.
(combo objective)
Models of L2 Learning
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Get ready to stack and move
Number off 1-6
Report to new tables with Cook Book
Introduce yourself to your table and tell them
what do you think is the single most
important thing a teacher can TEACH to a
student learning L2 (grammar, vocabulary,
discourse/conversation, etc.)
Research and Report
Read about your assigned model and answer the
following questions:
1.
2.
What is the basis of your language learning model?
What role does the teacher play in your language
learning model?
Create a graphic organizer that models the
answers to the two questions above. Be
ready to share in 30 minutes.
Learning Models
1’s
2’s
3’s
4’s
5’s
6’s
Universal Grammar Model (215-217)
Competition Model (219-222)
Socio-Educational Model (223-224)
Interaction Approach (225-227)
Sociocultural Theory (228-230)
Multi-Competence (231-233)
Summing it Up
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Universal Grammar: Knowledge of language
exists, set parameters of new language,
emphasize how vocabulary occurs within
language
Competition Model: Word order, subject/verb
agreement, pronoun case, animacy,
maximize practice
Socio-educational Model: Integrativeness
and attitudes towards learning, motivation
Summing It Up
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Interaction Approach: Interaction,
negotiation of meaning, restating,
clarification, elicitation, repetition
Sociocultural Theory: Internalization, zone of
proximal development, scaffolding
Multi-Competence: Focus on L2 as a
process that can build from L1
Check-In
Think about the 6 models presented
and discussed. Which one do you
connect with the most? Which makes
the most sense?
 How can we use this activity in the
classroom?
 Teaching vs. Facilitating
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Break Time, Take Ten!!!
Welcome Back
Complete Box 13.1 on page 236237 on own about style of
language teaching
Summaries of Styles
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Academic Style: L2 as a separate academic subject
Audio-Lingual: Dialogues, structure drills, formal
lessons
Communicative Style: Learn by interaction, role
play, less academic
Task Based: Tasks focused on fluency, accuracy,
complexity
Mainstream EFL (English as a Foreign Language):
Combines Academic and Audio-Lingual,
presentation, substitution, role play
Positive/Negative
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Number off 1-5
As a group travel around to the +/- T Chart and list a
positive and a negative about each type of Language
Teaching Style
Do not repeat what another group has written
Refer to Chapter 13 of the Cook Book for help
Change every 7 minutes signaled by lights
Last group at poster will share
Which style is best???
What do your students need?
What works with your teaching style and classroom?
Toolbox
Objectives
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I can evaluate and explain the six different models of
L2 learning by reading, discussing, and creating a
graphic organizer explaining my assigned model.
(combo objective)
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I can evaluate the positive and negative aspects of
the five different language teaching styles by reading
and making a +/- T-Chart for all five teaching styles.
(combo objective)
Group Time and Reminders
Cultural and Linguistic Auto-Biography
Due December 19th on MOODLE, in
class, or sent to school email.
 MOODLE 3 will be live for you to work
on
 Use the rest of time for group work
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