principles of instructed second language learning
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Principles of Instructed Second Language Learning. Dee Reid, School Support Services, The University of Waikato. Ten Principles. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence - PowerPoint PPT PresentationTRANSCRIPT
Principles of Instructed Second Language Learning
Dee Reid, School Support Services, The University of Waikato
1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence
2. Instruction needs to ensure that learners focus predominantly on meaning
3. Instruction needs to ensure that learners also focus on form
4. Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge
5. Instruction needs to take into account the learner’s “built-in syllabus”.
6. Successful instructed language learning requires extensive target language input
7. Successful instructed language learning also requires opportunities for output
8. The opportunity to interact in the target language is central to developing proficiency
9. Instruction needs to take account of individual differences in learners
10. In assessing learners’ target language proficiency it is important to examine free as well as controlled production
Ten Principles...
1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence
6. Successful instructed language learning requires extensive target language input
7. Successful instructed language learning also requires opportunities for output
8. The opportunity to interact in the target language is central to developing proficiency
Focus on Four...
Co-construction of useful kīwaha / phrases e.g. Kei te pēhea koe?
Focus on fluency before accuracy (it’s ok to make mistakes)
Explain language patterns when appropriate
Teacher uses te reo Māori as much as possible
Posters of te reo Māori on wall – used in context
Words and phrases being used in context are displayed
Wall charts showing language patterns
Student errors are being made, and that’s okay
What does it mean? What could it look like in the classroom?
1…repertoire of formulaic expressions
https://learninglanguageswaikato.wikispaces.com/Te+Reo+M%C4%81ori
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How was a Teaching as Inquiry context applied to this initiative? Why?
Jeanne Gilbert, Nadine Malcolm, Dee Reid 2012
Jeanne Gilbert, Nadine Malcolm, Dee Reid 2012
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Teaching as Inquiry – evidence and reflection
Magical Mystery Tour
Jeanne Gilbert, Nadine Malcolm, Dee Reid 2012 10
Hukanui Map
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• Identified next steps from teaching as inquiry projects
• The need for a strategic plan and resource banks?
• How did the lead group workshop these?
• What do they look like?• PMI
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2012
Jeanne Gilbert, Nadine Malcolm, Dee Reid 2012
How does the school make this programme dynamic? i.e. how is this a living document with feedback and feedforward opportunities built in for coach and teachers?• Resource bank – feedback and feedforward• Walk through focus docs
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Expectations and next steps - Embedding practice of te reo and tikanga Māori at Hukanui school 2012.• Formulaic language spoken by the teachers would be heard at any given time throughout the day as part of normal practice. Including assemblies, special events and sports days etc• Formulaic language would be displayed around the classroom ( these are not only decorative but help prompt tamariki and kaiako ) This is useful for beginners of te reo and used in class newsletters.• At least one half hour lesson of specific te reo Māori taught a week. This is to be ‘new learning’ • Evidence that practice has taken place between visits from Nadine.• Kaiako are to use the new draft resource bank and provide feedback on the usefulness of this document.
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2012 support for schools
Jeanne Gilbert, Nadine Malcolm, Dee Reid 2012
• Dee Reid: [email protected]• Renee Paki: [email protected] • Jeanne Gilbert: [email protected] • Te Manawa Pou – original concept was to provide
support and learning opportunities for rural schools or where the teacher of TRM was operating in isolation in a school
• Poipoa te reo – support for the teaching of Māori in English medium schools – restricted eligibility 3, 4a,4b on Māori language scale.
• Jeanne Gilbert Consultancy: business card and blog: http://www.learninglanguageswaikato.blogspot.co.nz/
Jeanne Gilbert, Nadine Malcolm, Dee Reid 2012
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