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These tips are based on the research presented in Chapter 8 of Between Worlds and Chapter 9 of Principles of Language Learning and Teaching

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These tips are based on the research presented in Chapter 8 of Between Worlds and Chapter 9 of Principles of Language Learning and Teaching

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Quick Tip #8                                                   Let Bilingual students show out!

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Quick Tip #8                                                   Let Bilingual students show out!

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Many bilingual students serve as translators for their parents and community, but many schools don't tap into the gift bilingual students possess. When bilingual students are allowed to show their abilities, they develop self-esteem because monolingual English-speaking students value the ability to speak another language (Freeman & Freeman, 2011)

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Use bilingual books and materials. If you think you can't justify using bilingual books in your 'English only' program- consider:
1. They can provide a preview of the material that will be read in English.
2. Students can go back to the L1 book when they are struggling to comprehend the L2.
3. They can be used for linguistic investigations and cognate activities. (Freeman & Freeman, 2011)

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Give your students time to read what they want to read! Studies show students make gains comprehension when they are given time to read material they find engaging (Freeman & Freeman, 2011)

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Read Alouds
Shared Reading
Interactive Reading
Guided Reading
Independent Reading

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Focus on providing engaging texts on your students' levels instead of creating "word callers." (Freeman & Freeman, 2011)

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Many teachers have been taught that SES and age are the best predictors of success on reading tests, but the PISA studies showed that ENGAGEMENT is the strongest predictor of success! (Freeman & Freeman, 2011)

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Most effective in student centered classrooms focusing on communication. (Brown, 2014)
Types:
Recast
Clarification Request
Metalinguistic Feedback (perhaps best for adult learners with more knowledge of the L2)
Elicitation
Explicit correction
Repetition

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Be careful with negative cognitive feedback. Too much negative feedback can cause a SLA learner to shut down attempts at communication. (Brown, 2014)

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Global errors need immediate feedback because they hinder communication.

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Overt errors- ungrammatical at the sentence level
Covert errors- grammatically correct, but in context the error doesn't make sense
Global errors- hinder communication-do not make sense to listener
Local errors-do not hinder communication, minor slips
Errors of addition, omission, substitution, and permutation-

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Know the difference between mistakes and errors!
A mistake is a slip or random guess (an "Oops! I knew that!") An error reflects competence of the learner. An error shows the learner has not learned the skill. Mistakes can be self-corrected, errors cannot. (Brown, 2014). Many teachers think mistakes and errors are the same thing.

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SLA learners can be in different stages of Learner Language Development depending on the skill.

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Corder, Gass and Selinker, and Long (Brown, 2014)
Presystematic stage- early stages of SLA, random errors
Emergent stage-listener/reader can discern the meaning even with the errors
Systematic stage-learner can repair errors when pointed out
Postsystematic stage-stabilization, learner can self correct
Model focuses on Speaking and Writing