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      <title>Task 1.3 Theories of L2 Acquisition  by Melissa Heritage</title>
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      <language>en-us</language>
      <pubDate>2017-10-01 17:32:40 UTC</pubDate>
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         <title>1. BEHAVIOURIST THEORY </title>
         <author>melissa_heritage</author>
         <link>https://padlet.com/melissa_heritage/aw9x30ye2d8g/wish/192787470</link>
         <description><![CDATA[<div><a href="https://www.youtube.com/watch?v=VvOIbDI2fro">https://www.youtube.com/watch?v=VvOIbDI2fro</a><br>Audiolingualism- this is the rote old school method of teaching an L2. This is what many of the traditional schools encourage in their English classrooms. We see this method being used here in the public and more traditional schools. The students can repeat and use many common phrases with few grammatical errors; however these students cannot engage in a conversation outside of the basic surface level questions and answers.</div>]]></description>
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         <pubDate>2017-10-01 17:41:36 UTC</pubDate>
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         <title>3. BEHAVIOURIST THEORY </title>
         <author>melissa_heritage</author>
         <link>https://padlet.com/melissa_heritage/aw9x30ye2d8g/wish/192788700</link>
         <description><![CDATA[<div>We used a video last week to help teach the verb to be. <br><a href="https://www.youtube.com/watch?v=RRY4sUOgHVs">https://www.youtube.com/watch?v=RRY4sUOgHVs</a><br>It is a simple repetitive song that helps the students memorize the correct form of the verb to use with each subject. Reflecting on it's relevance, we found it an engaging resource that all the students enjoyed and could easily remember and sing along. Do they actually know what they are singing? Does it matter at the early stages? These are the questions we are constantly asking ourselves when preparing lessons and finding resources.</div>]]></description>
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         <pubDate>2017-10-01 17:52:37 UTC</pubDate>
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         <title>2. BEHAVIOURIST THEORY https://www.simplypsychology.org/language.html</title>
         <author>melissa_heritage</author>
         <link>https://padlet.com/melissa_heritage/aw9x30ye2d8g/wish/192789940</link>
         <description><![CDATA[<div>Reading this article makes me feel like teaching a second language requires a wide range of activities touching on all of the theories. No one theory is truly the only way to look at teaching ELLs.&nbsp;</div>]]></description>
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         <pubDate>2017-10-01 18:03:49 UTC</pubDate>
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         <title>4. INNATIST THEORY</title>
         <author>melissa_heritage</author>
         <link>https://padlet.com/melissa_heritage/aw9x30ye2d8g/wish/192790598</link>
         <description><![CDATA[<div><a href="https://www.scribd.com/doc/38586153/The-Innatist-Theory-A-Brief-Overview">https://www.scribd.com/doc/38586153/The-Innatist-Theory-A-Brief-Overview</a><br>It's hard not to agree with this theory. In every class we have students of the same age but at much different levels. </div>]]></description>
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         <pubDate>2017-10-01 18:10:14 UTC</pubDate>
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         <title>5. INNATIST THEORY</title>
         <author>melissa_heritage</author>
         <link>https://padlet.com/melissa_heritage/aw9x30ye2d8g/wish/192791909</link>
         <description><![CDATA[<div><a href="https://prezi.com/brlwiasfrd7w/the-innatist-theory/">https://prezi.com/brlwiasfrd7w/the-innatist-theory/</a><br>I feel like this is the approach to teaching ELLs we take at my school. We strive to provide a fun, safe learning environment where students should feel free to share and explore the language. However, these methods do not work for everyone, so what about those students that do not have an inborn ability to learn language? How do we reach them?</div>]]></description>
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         <pubDate>2017-10-01 18:21:29 UTC</pubDate>
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