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Comprehensible Input Learning Activity for Classroom Application

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Comprehensible Input Learning Activity for Classroom Application

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Children learn language through listening and interacting in conversations. The teacher uses concrete objects to help students build language.

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ENGLISH LANGUAGE CLASSROOM: CONVERSATION CLASS

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Elements of the Monitor Hypothesis: Three Conditions

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Elements of the Monitor Hypothesis: Three Conditions

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time for review
focus on form
know the rule

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DEVELOPMENTAL INTERDEPENDENCE HYPOTHESIS:  This theory comes from Cummins and addresses the issue of transferring skills from Language 1 to Language 2. He believes that learners whose skills are highly developed in their first language can be instrumental in their success to acquiring a second language. Using both languages to interact and communicate may benefit the learner to be successful in learning a second.  (Michael D Vrooman, University of Massachusetts Amherst)

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DEVELOPMENTAL INTERDEPENDENCE HYPOTHESIS:  This theory comes from Cummins and addresses the issue of transferring skills from Language 1 to Language 2. He believes that learners whose skills are highly developed in their first language can be instrumental in their success to acquiring a second language. Using both languages to interact and communicate may benefit the learner to be successful in learning a second.  (Michael D Vrooman, University of Massachusetts Amherst)

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Common Underlying Proficiency connects first and second language.

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Understanding spoken and written language will increase the students' comprehension of language.

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Verb Tense Context Clues Quick Review Teaching English the Fun Way

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Science Lesson Grade 4 Classroom Application

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Science Lesson Grade 4 Classroom Application

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4-PS3-2. | Make observations to provide evidence that energy can be transferred from place to place.

1. Students use matchbox cars to observe transfer of energy during collisions.
2. Students sit in bumper cars to drive cars and collide, experiencing the transfer of energy, which changes the direction of their cars.
3. Affective filter is lowered by creating engagement and fun. The activity helps reduce boredom, anxiety and stress as students experience teamwork and apply science concepts to real world context. Social and academic language are used.

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Classroom Application of Total Physical Response

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Classroom Application of Total Physical Response

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By teaching students to use language as a physical response, it helps students make connections between the dual languages.

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Science Lesson Grade 4 Classroom Application

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Science Lesson Grade 4 Classroom Application

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4-PS3-1. | Use evidence to construct an explanation:
Use evidence like measurements, observations,  or patterns to construct an explanation relating the speed of an object to the energy of that object .

1. Students record the speed of marbles rolling down inclines using a stop watch.

2. The teacher provides a word bank to scaffold student understanding of speed related to energy.

3. Students create written explanations using science words  like  energy, potential energy, kinetic energy, and speed.

4. They can work in the Zone of Proximal Development with vocabulary scaffolding from the teacher and teammates.

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ZPD-Scaffolding allows teachers to assist students in order to bridge the gaps in language while slowly releasing the learning to the students as their language grows.

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An example of scaffolding language from my student teaching.

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"This theory, presented as a 'dual-iceberg,' puts forward that all languages contain superficial features. However, underlying those superficial expressions of speech are techniques that are basic in all languages" (Cummins 2000). Academic language and concepts can build from existing proficiency in L1 and overlap to L2.

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Lower the Affective Filter with Music and Movement

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Lower the Affective Filter with Music and Movement

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The teacher creates comfort and engagement for teambuilding. Conversations are easier within a safe class setting.

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Activities to Lower Affective Filter ELL Affective Filters Levels of Affective Filter Affective Filter Strategies Affective Filter Theory Krashen Affective Filter Affective Filter Hypothesis YouTube Krashen Affective Filter How to Lower the Affective Filter Counseling Affective Filter Homemade Smoke Filter Affective Domain Filtr Affective

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Here, boredom creates an affective filter.

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AFFECTIVE FILTER HYPOTHSIS:  Krashen widely publicized some common blocks occurring in the classroom for English learners: "The affective filter is an invisible psychological filter that can hinder language production in a second language" (ELD.com). Affective variables such as fear, nervousness, boredom and resistance to change can hinder student progress with language acquisition. Teachers can create a safe, friendly, supportive learning environment to promote student progress and reduce the affective filter. 

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AFFECTIVE FILTER HYPOTHSIS:  Krashen widely publicized some common blocks occurring in the classroom for English learners: "The affective filter is an invisible psychological filter that can hinder language production in a second language" (ELD.com). Affective variables such as fear, nervousness, boredom and resistance to change can hinder student progress with language acquisition. Teachers can create a safe, friendly, supportive learning environment to promote student progress and reduce the affective filter. 

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http://eldstrategies.com/affectivefilter.html

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ZONE OF PROXIMAL DEVELOPMENT: This theory from Vygotsky shows the importance of children communicating with adults or other learners with higher language skills. By listening and talking with others who have more life experience or knowledge, children can cultivate higher levels of vocabulary. Building upon the knowledge gained is called Scaffolding. As stated in Wright’s Foundation for Teaching English Language Learners, there are five core communication skills that are learned using ZPD: 1. Elaborating and clarifying 2. Supporting ideas with evidence 3. Building on or challenging ideas 4. Paraphrasing 5. Synthesizing.

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ZONE OF PROXIMAL DEVELOPMENT: This theory from Vygotsky shows the importance of children communicating with adults or other learners with higher language skills. By listening and talking with others who have more life experience or knowledge, children can cultivate higher levels of vocabulary. Building upon the knowledge gained is called Scaffolding. As stated in Wright’s Foundation for Teaching English Language Learners, there are five core communication skills that are learned using ZPD: 1. Elaborating and clarifying 2. Supporting ideas with evidence 3. Building on or challenging ideas 4. Paraphrasing 5. Synthesizing.

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MONITOR HYPOTHESIS:          This theory, from Stephen Krashen, deals with making corrections to the way we communicate. “Learned” language is what monitors the appropriate grammatical part of our communication. An example of this would be to use the correct tense of a verb. (i.e. He go to the store. Correction:  He went to the store.) This monitor keeps the information accurate by using the “learned” part of language; whereas, the “acquired” part of language is responsible for our fluency in communication. Using what is taught about verb tense shows an accurate of account of when he went to the store. This theory demonstrates our internal "inspect and correct" response. 

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MONITOR HYPOTHESIS:          This theory, from Stephen Krashen, deals with making corrections to the way we communicate. “Learned” language is what monitors the appropriate grammatical part of our communication. An example of this would be to use the correct tense of a verb. (i.e. He go to the store. Correction:  He went to the store.) This monitor keeps the information accurate by using the “learned” part of language; whereas, the “acquired” part of language is responsible for our fluency in communication. Using what is taught about verb tense shows an accurate of account of when he went to the store. This theory demonstrates our internal "inspect and correct" response. 

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COMPREHENSIBLE INPUT HYPOTHESIS:  Krashen's hypothesis implies that language acquisition occurs when communication is understood or comprehended. This theory has the word "input" in it, referring to how language is acquired by "taking in" information. Further language evolves and builds upon previous knowledge such as we obtain from reading or experiencing life situations. The equation I + 1 = is the representation for how students add new input to prior knowledge. Based on this hypothesis,  an understood message is the gold standard to build language proficiency. 

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COMPREHENSIBLE INPUT HYPOTHESIS:  Krashen's hypothesis implies that language acquisition occurs when communication is understood or comprehended. This theory has the word "input" in it, referring to how language is acquired by "taking in" information. Further language evolves and builds upon previous knowledge such as we obtain from reading or experiencing life situations. The equation I + 1 = is the representation for how students add new input to prior knowledge. Based on this hypothesis,  an understood message is the gold standard to build language proficiency. 

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Stephen Krashen's Theories (5 hypotheses)

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The messaging used by Lucy to communicate is a perfect example of comprehensible input. "Prepare" is the first word she expresses with gestures. "Chicken" is the next word she communicates. An EL teacher can use gestures to "message" small pieces of comprehensible input in the classroom.

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Theories At Work:  Exploring Concepts of Second Language Acquisition   Summaries, Videos and Classroom Applications

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Theories At Work:  Exploring Concepts of Second Language Acquisition   Summaries, Videos and Classroom Applications