key points chapter four shrum and glisan special methods of instruction i summer 2012 grad 210 dr....
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![Page 1: Key Points Chapter Four Shrum and Glisan Special Methods of Instruction I Summer 2012 GRAD 210 Dr. Bowles, Instructor](https://reader035.vdocuments.us/reader035/viewer/2022072011/56649e2d5503460f94b1d2f5/html5/thumbnails/1.jpg)
Key Points Chapter FourShrum and Glisan
Special Methods of Instruction ISummer 2012GRAD 210Dr. Bowles, Instructor
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Why learn another language early?•Provides
▫increased time for learning▫opportunity to attain a functional level of
proficiency
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Optimal AgeCritical Period Hypothesis: Lenneberg, 1967
Between age 2 and puberty Acquisition is predisposed due to brain
malleability and unicameral nature of brain Associative memory is stronger Brain capacity is greater Pronunciation and accent are more native-
like Higher level of competence in syntax,
morphology, and grammar
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Optimal Age• Windows of Opportunity Hypothesis:
Schacter, 1996▫ Syntax/Grammar:
accuracy acquired up to age 15
▫Language Proficiency: Younger learners may reach higher levels of
functional proficiency
▫Rate of Language Acquisition: Adults have great advantage, but may be
short-lived
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Benefits▫ Enhanced ability to engage in problem solving▫ Earlier reading skills▫ Higher scores on standardized tests and test of basic skills in
English and math▫ Positively impact reading comprehension and vocab on
standardized tests▫ More openness to other cultures▫ Increased literacy skills including guessing, predicting,
hypothesizing, and sharing▫ More positive attitudes to school▫ Increased beliefs in ability to learn another language▫ Greater motivation for learning another language▫ Great self-confidence
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The Elementary School Learner
•Preschool (2-4)▫Absorb languages effortlessly▫Imitate speech sounds well▫Self-centered▫Short attention span▫Need concrete experiences and large motor
skill activities▫Benefit from tongue twisters and rhymes
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The Elementary School Learner
•Primary (5-7)▫Concrete experiences▫Immediate goals▫Imaginative stories and dramatic play▫Learn through oral language▫Short attention span▫Need structure and routines
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The Elementary School Learner▫Intermediate students (8-10)
Open to people of other cultures Benefit from global emphasis Understand cause and effect Work well in groups Learn well from binary opposites Enjoy peer editing and scoring activities
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The Elementary School Learner
▫Early adolescent (11-14) Most dramatic developmental changes Need to assert independence Need to develop own self-image Need to be a part of a peer group Benefit from positive relationships and self-image Like to engage with subjects of interest to
themselves Like content-based units Enjoy learning experiences with a strong affective
component▫
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Key Points Chapter ThreeThe Elementary School Learner Glisan
▫The mythic stage (4-10) Make sense of the world through emotional
categories Desire to “feel” about what they are learning Need for unambiguous meaning
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Program Models
•Range from language-focused to content-focused▫Foreign Language in Elementary School
(FLES)(traditional term) refers to programs taught 3-5 times per week for 20-60 minutes
▫Foreign Language Exploratory Programs (FLEX) introduces middle schoolers to one or several languages and cultures.
▫Immersion programs teach academic content in the foreign language
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Program Models
•Sheltered instruction (SI)▫Making content comprehensible for ELLs
•SIOP: Sheltered Instruction Observation Protocol▫Guides preparation, instruction, and
assessment•SDAIE: Specially Designed Academic
Instruction in English▫Focuses on content knowledge specific
vocabulary
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Program Models• Dual-language:• Teaches literacy and content in two languages
• Immersion: Total immersion Two-way immersion Partial immersion
• Media-based learning:▫Videotape▫CDs▫Computers
• Distance learning:Occurs via interactive television
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Strategies for Elementary Learners▫Plan thematically
Makes instruction more comprehensible Focus on use of language to achieve goal Provides a rich context for SBI Offers a natural setting for task-based organization
and narrative structure Involves Ss in real language use in a variety of
settings Uses complex thinking and sophisticated language
use Avoids use of isolated exercises Connects content, language, and culture goals to a
“big idea”
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Content-based instruction• Consider nature of subject-content tasks• Consider target language abilities needed• Consider language needed
▫Content-obligatory: language needed to teach subject area concepts
▫Content-compatible: language integrated into curriculum
• Use Cummins’ classification system to support language and content instruction▫Context embedded or reduced?▫Cognitively demanding or not?
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Support for student learning
•Graphic organizers:▫Semantic maps▫Venn diagrams
•Vocab acquisition:▫Binding▫TPR
•Reading and Writing▫Interpretive listening (Oller)▫Language Experience Approach
(presentational)
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Support for student learning
•Cooperative learning: (interpersonal)▫Use paired interviews▫Information gap activities▫Jigsaw activities▫SurveysGive students roles
EncouragerTimekeeperRecorderReporter
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Support for student learning• Presentational speaking
▫Skits▫Role play▫Songs
• Learning through culture▫Products▫Practices
• Contextualized performance assessment▫Suit the characteristics of your learners▫Assess the abilities appropriate for your learners▫Allow learners to show their best performance▫Engage learners intellectually