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Total Physical Response

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James Asher: students respond to commands that require physical movement

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Audio Lingual Method

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Fries with Bloomfield and N. Brooks: based on behaviorist theories, grammar structures are carefully sequenced and taught, minimal use of L1, emphasizes error correction, drills, repetitive practice, if correct then positive feedback and mistakes earn negative feedback,

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BICS and CALP

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Cummins: Basic Interpersonal Communicative Skills (social language 3-6 years) Cognitive Academic Language Proficiency (academic language 4-10 years)

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CALLA

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Cognitive Academic Language Learning Approach, focuses on the explicit instruction of learning strategies and the development of critical thinking as a means to acquire deep levels of language proficiency, 3 components - language development, content area instruction, and explicit instruction

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Universal Grammar and LAD

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Noam Chomsky: LAD allows for understanding of Universal Grammar and everyone is born with it. Universal Grammar is the rules and structure common to all languages.

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Berlitz Method

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Uses Direct Method, 2nd language learned exactly as the first, no native language use

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Cognitive Approach

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strategies that a person thinks and acts on in order to complete a task: 3 areas *brain-compatible teaching * study skills * enhancement of cognitive functions, schema building, and scaffolding

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Communicative Approach

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student-centered emphasis of communication and meaningful acquisition of knowledge (Sheltered Instruction), also known as Interactive Perspective, focuses on learning language through and for communication, assumes that language production contains an infinite number of possible language combinations, memorization does little, teacher provides authentic communication, correct only mistakes that interfere with meaning

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Grammatical Approach

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teacher-centered approach focusing on rules of structure of language (Grammar Translation, Direct, Audiolingual)

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Communicative Competence

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Prabhu: knowledge of what to say to whom under what circumstances, the ability to use language appropriate to a social context, Three components: 1. information gap activities (info transferred from one person to another, one form to another, one place to another) 2. reasoning activities - implies the discovery through reasoning, inference, deduction, or a perception of patterns 3. opinion-gap activities - identification and expression of personal preferences or attitudes in response to a situation also Hymes was a researcher

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Behaviorist Perspective of learning a language (grammatical approach)

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children learn language through stimulus, response, and reinforcement (Skinner), repeating messages they've heard - doesn't explain how any novel utterance was produced (Audiolingual Method)

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Cummins Model

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Cummins: the horizontal continuum describes the amount of contextual support available for expressing or receiving meaning. Context-embedded communication is less language dependent and more context dependent (gestures, body movements, visuals). Context-reduced communication is more language dependent and less context dependent (class lectures, dictation, etc).

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Direct Method

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Gouin: total immersion in L2, no translation allowed, use of demonstration and visual aids (realia, pictures) vocabulary acquired more naturally, purpose of language learning is communication, pronunciation used from very beginning., grammar taught inductively, writing taught at the beginning, lessons involve cultural aspects

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Critical Period Hypothesis

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assumes that until a certain age, language occurs naturally (accent becomes more difficult after puberty)

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Community Language Learning

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Charles Curran: CLL students in a circle, one learner says something in L1, teacher says it in L2, all repeat in L2

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Constuctivism

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learning occurs as a result of interactions between the environment and the leaner's mind

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Classical Method

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how Latin was taught, focus on grammatical rules, memorization of vocabulary, no oral instruction, learned to be scholarly

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Acquistion-Learning Hypothesis

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Krashen: acquisition is the product of a subconcious process very similar to the process children undergo when they acquire their L1and learning is the product of formal instruction, comprises a conscious process about the language by studying rules and grammar

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Natural Order Hypothesis

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Krashen: L1 and L2 are acquired in a natural order, the acquisition of grammar structures follow a natural order which is predictable

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Monitor Hypothesis

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Krashen: suggest that knowledge of the rules of language helps L2 learners to check or monitor spoken or written output

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Input Hypothesis

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Krashen: learner improves and prgresses along the natural order when he/she receives comprehensible input in L2, i + 1 is best level of input

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Affective Filter Hypothesis

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Krashen: affective variables can play a role in L2 acquisition, high self-esteem, motivation, self-confidence, a good self-image, and low level of anxiety are better equiped for success. Opposite characteristics can raise affective filter.

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Langague Experience Approach

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students dictate a text, teacher records on paper for all to see, text then becomes reading material for multiple readings and skill teaching, can be used with individuals, groups, or whole class

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The Silent Way

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Gattegno: teacher is silent for most of the interactions, teacher sets up opportunities for situations that focus attention on the structures of the language, students use language for self-expression, seldom content-based, used Cuisinaire Rods

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Communicative Language Approach

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Nunan: focuses on meaning through interaction in target language, uses authentic materials, allows learner to practice language used outside the classroom by focusing on language skills, forms and the learning process, focuses on prior knowledge

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Grammar Translation Method

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Polz: taught in L1, vocabulary in the form of isolated words, grammar is major emphasis, occasional drills and exercises in translating sentences in L1 and L2, little or no attention to pronunciation and nothing done for communication

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Suggestopedia

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Lozanov: music playing in background to keep learners relaxed, method designed to place as much emphasis on learner personality as possible, students read translation in L1, teacher presents in L2 with visual aids, teacher suggests sentences or topics for students to keep conversation going, students work through text through conversation

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Natural Way

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created foundation for Sheltered English, tchr creates situation where communication made meaningful, tchr communicates language in target language, tchr gives in comprehensible input, silent period is recognized, much time spent on building comprehension prior to production, sequence is oral language, speaking, listening, reading, and writing

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Risk-taking

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McClelland found risk-taking is necessary to rapid progress in L2,

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Sapir-Wharf Hypothesis

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each language imposes on its speaker a particular "worldview" or stereotypical attitude

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Series Method

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Gouin; learner practiced a # of connected series sentences which together formed a meaningful story of a sequence

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Zone of Proximal Development

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Vygotsky, difference between what a learner can do on his own and with assistance

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Comprehension Based approaches

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CBA/CBL, focus on building up learner's receptiveness for learning with listening skills as well as some reg skills, placing extreme emphasis on speaking in counterproductive

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Delayed Oral Response

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Postovsky, listening and visualization based approach, learner presented 4 pictures on a screen whle listening in Russian to a problem

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Optimal Habit Reinforcement

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Winitz, based on CBA/CBL, they were self-instructional audiotapes called The Learnables, provided no feedback, learners rewound if they thought they needed help

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Notional/Functional

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Wilkins, system of language learning based on notions (locations, frequency, time, sequence, etc.), and fuctions (requests, threats, etc.) based on the system of meanings a learner would need to know in order to communicate

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Lexical chunks

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Lewis: proposed the idea of chunks of language that the learner must master to be able to communicate, placing lexis back at the center of language teaching process

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Whole Language

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Goodman, Goodman, and Hood: developing all 4 language skills

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5 principles that promote high standards for ELLS

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Collier and Thompson, 1. Learning facilitates through cooperation in classroom 2. language and literacy developed through all instructional activities 3. context in contextualized through skills and experiences of home and community 4. students challenged cognitively 5. students engaged in warm, instructional conversation when working on activities

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Continuum of word reading development

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Ehri: Logographic - incidental visual characteristics, words as pictograms, equate length of word to meaning Novice Alphabet - identify 1st consonant in word, rely on letter names to identify word, confuse similar words, need to decode from left to right with sound-symbol links Mature Alphabet - sound out regular one syllable words, well-established phonemic awareness, can recognize spelling patterns of words with more than one syllable Orthographic - read words suing phonemes, syllabic units, morphemic units, and whole words, use sequential and hierarchical decoding, remembers multisyllabic words, use all decoding strategies

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Bilingual education effectiveness

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Rossell and Baker - little evidence that it works

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Transitional Bilingual Education Model

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Lambert is proponent

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Shema Theory

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Carrell and Eisterhold - prior knowledge

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Gersten researcher

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early exit from English language support, reduced English language demands when students challenged cognitively, more assistance for special needs students

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