DIAGRAM ABOUT STRATEGIES

MAIN CONCEPTS AS A TEACHER AS A STUDENT

Mother tongue( MT):

- Can use to scaffold Foreign Languages learning.

SCAFFOLDING Taking the de message comprehensible to bilingual people.

- Can help to express in Foreign Language (FL).

Need to follow the model of BILINGUALISM ADDITIVE. (L1 + L2 + L3.) TARGET: Maximize understanding and achievement. TRASNLAUGUAGING can have different meaning or the same meaning of CODE-SWITCHING in some contexts.

- TRANSLAUGUAGING making meaning at the shaping experiences gaining understanding and knowledge through 2 languages.

There are different styles of learning (visual, extrovert, abstract inductive, global, synthetizing and mix of styles). There are different learners strategies:

1. FUNCTION: want to learn 2. PURPOUSE: because you go abroad 3. SKIN: reading, listening, 4. LEVELS: beginneradvance

To planning the course: Students can ask in their MT, and teacher answer in FL. Teacher can translates some words, however he has to identify THE MOMENT OF NEED. The important isnt the AMOUNT OF TIME but the QUALITY of this TIME. Use content familiar doesnt mean simplifying the content. Teachers use cross- linguistic comparisons so that the students can see the similarities and differences between languages. Puts the focus in process. The students can do the process in MT and then the product in FL. (As time passes, the teacher should help to express their meaning in FL.) Resources: SBBI: collecting of samples with styles and strategies. It is organized in three parts: workshops, practice in Institutes and 3 handbooks.

Students need to know what strategies they are more useful for them. For this reason, they have known which strategies exist. In their process the students need : (Naiman 1995)

- Find a learning style that suit you. - Involve yourself in the learning language

process.

- Develop and awareness for language both as system and as communication.

- Pay constant attention to expanding your language.

- Develop a second language as a separate system.

- Take into account the demands in FL learning imposes.

(Oxford 1990)

- Remembering more effectively. - Using all your mental process. - Compensating for missing knowledge. - Organizing and evaluating your knowledge. - Managing your emotions. - Learning with others Some examples of strategies: OMalley and Chamott 1990 - Metacognitive strategies: planning learning,

5. CULTURE: your culture. Similar between languages.

6. AGE: your cognitive capacities.

monitoring your own speech, self-evaluation, - Cognitive strategies: note-taking, resourcing,

elaboration, - Social strategies: working with fellow students or

asking the teachers help.

Physiologically motivated strategies for salving the individuals FL problems of expression (Faerch and Casper 1984) Achievement strategies:

- Cooperative strategies. - Non-cooperative strategies. - Code switching - Foreignerization - Interlanguage strategies

Avoidance strategies

- Formal: Phonological, Morphological and grammatical)

- Functional: actional, propositional and modal.

Compensatory strategies to make up for a lack of vocabulary ( Poulisse 1990)

- Conceptual analytic ( breaks down the meaning of the word)

- Conceptual holistic ( tries for a word that is closest overall in meaning)

- Linguistic morphological ccreativity ( makes up a new word by adding and appropriate ending.

- Linguistic transfer (uses a word for the first language instead).