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https://unachipa-my.sharepoint.com/:p:/g/personal/johana_serrano_unachi_ac_pa/ETTuiFBdKy1Epb0ExSxnLMYBmcpkriTfh2dGzCTNqAoaHA?e=o4AnCu

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Watch the video and make a personal comment.

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Life Vest Inside - Kindness Boomerang - "One Day"

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Questions:

1.How does the environment affect language learning?

2. Is it possible that Pete will catch up in the future?

3.What role do caregivers play in language development?

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Language: The First 5 Years of Life of Learning

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To analyze children's speech samples (transcriptions or audio recordings) and calculate the MLU to assess their language development. MLU is a measure of linguistic productivity, typically calculated by dividing the total number of morphemes by the total number of utterances in a speech sample.

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1.Discuss what the MLU scores reveal about the children's language development. For example:

•A higher MLU may indicate more advanced language skills.

•Variations in MLU can reflect differences in age, context, or language ability.

2.Limitations: Reflect on the limitations of MLU as a measure (e.g., it doesn’t account for complexity or semantic content).

3.Application: Brainstorm how this analysis could be used in real-world settings, such as classrooms or speech therapy.

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Infographic in Canva about one of the theoretical approaches.

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Infographic in Canva about one of the theoretical approaches.

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•Creating an infographic in Canva about one of the theoretical approaches.

1.Behaviorist Theory (Skinner, 1957)Aura, Susan, Lorena, Carolina

2.Nativist Theory (Chomsky, 1965) Yoissie, Adela, Marcelina, Maribel.

3.Cognitive Theory (Piaget, 1950s): Arnold, Wilbert, Williams, Wilberto

4. Interactionist/Social Theories (Vygotsky, Bruner): Jose Ledezma , Ingrid, Doris,  Michelle.

5. Connectionist/Statistical Learning Theory: Jose Quiel, Irving, Gabriel, Rolando.

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How to learn any language in six months | Chris Lonsdale | TEDxLingnanUniversity

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Would Watch the assigned video, take notes, and answer the accompanying questions.

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1. Watch the Videos

•     View all 4 assigned videos carefully.

•     Take notes on key ideas, they’ll help you answer the questions.

2. Answer the Questions

•     Respond thoroughly, using examples or insights from the videos where needed.

•     Check the Rubric (on Moodle) to ensure your answers meet expectations.

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Open the document and read it.

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By the end of this activity, students will be able to:

1. Analyze and summarize key concepts from the SLA study (acquisition vs. learning, interlanguage, errors).

2. Critically evaluate the study’s strengths, limitations, and implications for language teaching.

3. Design an engaging Canva presentation to communicate their analysis effectively.

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Presentación de Taller Evento de Creatividad Infantil Ilustrada Divertida Multicolor

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Course: Third-Year Second Language Acquisition
Objective: Identify how L1 influences L2 learning by comparing predicted vs. actual errors.

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Goal: Roles collaborate to synthesize readings before analyzing errors.

Task 1: Expert Reading & Role-Specific Preparation

Assign each role a focused reading task aligned with their later responsibilities.

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Presentación de Taller Evento de Creatividad Infantil Ilustrada Divertida Multicolor

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Stage 2: Applied Error Analysis - Oral Part

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Stage 2: Applied Error Analysis - Oral Part

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Roles shift to hands-on tasks using the picture description activity:

1. Writer drafts a paragraph describing the assigned image (6-8 sentences).

2. Researcher tags errors using Selinker/Ellis frameworks (e.g., "L1 transfer in

article omission").

3. Designer creates:

Color-coded error infographic (e.g., grammar, lexical).

Compares findings to their Stage 1 flowchart.

4. Coordinator ensures:

Consensus on error classification.

Time management.

5. Presenter prepares a 3-min pitch covering:

Top 2 error patterns.

How readings explain these (e.g., "Overgeneralization aligns with Ellis’ Stage 3").

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Week 1: Topic Selection & Hypothesis

• Choose two languages (e.g., English & Arabic).

• Pick one linguistic feature (e.g., word order, articles, pronunciation).

• Form a hypothesis (e.g., "Arabic speakers will omit English articles due to L1

interference")

Task: Submit a 1-page proposal with their hypothesis and planned test

method. May 28th

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How Neurobiology Shapes Second Language Learning

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Testing method decided MIDTERM 2 STAGE 2

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Testing method decided MIDTERM 2 STAGE 2

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Week 2: Design the Test June 4th

• Decide on testing method:

Survey/Questionnaire (e.g., "Translate these sentences").

Error Analysis (collect L2 learners’ writing/speech samples).

Interviews (ask speakers to compare L1/L2 rules).

• Researcher & Designer: Create test materials (Google Form, flashcards,

recording prompts).

Task: Submit a 1-page testing method decided. June 4th

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Key Theories in Second Language Acquisition

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Key Theories in Second Language Acquisition

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Universal Grammar, Monitor Model, Cognitive & Processing Approaches

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Second Language Acquisition (SLA) Theories Worksheet

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Second Language Acquisition (SLA) Theories Worksheet

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MIDTERM II STAGE #3 : Conduct Testing June 11th

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MIDTERM II STAGE #3 : Conduct Testing June 11th

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Week 3: Conduct Testing June 11th

Administer the test to:

L2 learners (e.g., classmates, language students).

Native speakers (for comparison, if possible).

Coordinator: Ensure all data is collected and organized.

Task: Submit evidence of applying the test (photos) June 11th

Photo of the respondents ( MicrosoftForms ) online option or photos if you applied in the classroom.

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Interaction, Output, and Noticing in SLA

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Interaction, Output, and Noticing in SLA

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How do learners acquire a second language through communication?

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Worksheet: Interaction, Output & Noticing in SLA

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Worksheet: Interaction, Output & Noticing in SLA

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Evolution of SLA Theories" CANVA Timeline Activity

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Evolution of SLA Theories" CANVA Timeline Activity

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Objective: Students will create a timeline in Canva showing key SLA theories, their main ideas, and why studying them matters for language teaching and learning.

Instructions for Students:

1. Research Phase (Individual)

Use class notes, textbooks, or trusted online sources (e.g., JSTOR, Google Scholar, or university linguistics pages) to fill in the following details for each theory:

Key Theorists (e.g., Skinner, Chomsky, Vygotsky)

Main Idea (1–2 sentences)

Time Period (When it became influential)

Why It’s Important (How it changed language teaching or our understanding of learning)

2. Canva Timeline Creation

Go to Canva and select a timeline template (search "timeline" in templates).

Arrange theories chronologically (oldest to newest).

For each theory, include:

A title (theory name)

A short summary (main idea)

An icon/image (e.g., a brain for cognitive theories, people talking for interactionist theory)

A key quote or example (e.g., "i+1" for Krashen’s Input Hypothesis)

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Gráfico de Línea de Tiempo Timeline Multicolor

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Historical and Present Conceptions of Language Acquisition

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Historical and Present Conceptions of Language Acquisition

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Reflection Questions (Post-Activity Discussion/Writing)

Which theory do you think most impacts language teaching today? Why?

How did earlier theories (like behaviorism) influence later ones (like interactionism)?

As a future teacher/learner, which idea would you apply in the classroom?

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Week 4: Analyze Data       June 18th

Compile results (tally errors, note patterns).

Compare findings to their hypothesis.

Writer: Draft the Results & Discussion section.

Task: Deliver Draft the Results & Discussion section       June 18th

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4. Factors that affect the acquisition of a second language and their implications for teaching. CAROLINA´S GROUP AND AURA´S GROUP

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Check out this Presentation designed by SUSAN SANCHEZ.

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Stage 5: Finalize Report & Slides MIDTERM 2

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Stage 5: Finalize Report & Slides MIDTERM 2

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Stage 5: Finalize Report & Slides  June 25th

Complete the written report (include: Introduction, Methodology, Results, Discussion).

Designer: Prepare slides with charts/tables of test results.

Presenter: Rehearse explaining the testing process.

Task: Deliver written report.  June 25th

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Contrastive Analysis (CA) Project with Testing – 6-Week Plan

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Contrastive Analysis (CA) Project with Testing – 6-Week Plan

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Objective:
Students will compare two languages (L1 & L2) by collecting real data (e.g., surveys, interviews, error tests) to analyze how differences influence L2 learning.

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Presentación Proyecto Trabajo Creativo Infantil Doodle Azul