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Predictable Routines and Signals (p. 23-27)

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Predictable Routines and Signals (p. 23-27)

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Emphasizes the value of consistent classroom routines to help English learners feel safe, reducing anxiety. Predictable routines foster independence as students gain familiarity with expectations.

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Total Physical Response (TPR) and TPR Storytelling (p. 28-32)

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Total Physical Response (TPR) and TPR Storytelling (p. 28-32)

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Integrates physical movement with language learning, assisting in vocabulary retention by linking words with actions. TPR Storytelling adds narrative context to promote language acquisition through structured stories.

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Teachers demonstrate while talking to bridge language gaps, facilitating comprehension through visual cues alongside verbal instructions.

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Uses visual aids to support English learners by connecting images with vocabulary concepts, reinforcing comprehension through visuals.

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Involves using tangible objects to teach vocabulary and concepts, bridging the gap between language and real-world objects.

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Language Proficiency and Communicative Competence (p. 40-46)

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Language Proficiency and Communicative Competence (p. 40-46)

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Introduces language proficiency concepts, explaining how social language differs from academic language and emphasizing communicative competence.

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Discusses features of academic language necessary for English learners to succeed in classrooms.

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Explores how language influences social standing and identity, discussing the prestige of standard dialects.

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Second Language Acquisition Theories (p. 60-69)

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Second Language Acquisition Theories (p. 60-69)

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Covers theories like Behaviorist, Innatist, and Interactionist perspectives, along with Krashen’s Five Hypotheses.

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Factors Influencing Second Language Development (p. 73-81)

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Factors Influencing Second Language Development (p. 73-81)

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Addresses factors impacting language acquisition, including age, personality, and sociocultural context.

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Discusses the nativist, learning, and interactionist approaches to language development. Emphasizes the importance of understanding these theories for effective teaching.

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Video 2: Stages of Second Language Acquisition

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Video 2: Stages of Second Language Acquisition

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Explores the five stages of second language acquisition, drawing parallels to first language development stages. Highlights the importance of recognizing where students are in their language learning journey.

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Video 3: Theories of Language Acquisition

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Video 3: Theories of Language Acquisition

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Summarizes behaviorist, innatist, and interactionist theories of language acquisition and their application to second language acquisition, focusing on Krashen's Five Hypotheses.

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Examines the differences between languages and dialects, highlighting the complexities of language classification influenced by politics and power dynamics.

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Behaviorist: Children imitate adults; language development is reinforced.

Innatist: Children have a language acquisition device (LAD).

Interactionist: Language learning occurs through interaction with caregivers.

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Acquisition/Learning Hypothesis: Difference between acquiring and learning.

Monitor Hypothesis: Internal grammar editor.

Natural Order Hypothesis: Acquisition of rules, not learning them.

Input Hypothesis: Comprehensible Input = i + 1.

Affective Filter Hypothesis: Emotional factors affecting language acquisition.

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BICS (Basic Interpersonal Communication Skills): Social language used in everyday contexts.

CALP (Cognitive Academic Language Proficiency): Language necessary for academic success.