Theories of Second Language Acquisition by Victoria Agustsson https://padlet.com/vickiagustsson/psf1y9mxqn60 Group 4 en-us 2018-09-06 00:57:37 UTC 2018-09-10 00:46:28 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Prizecup.png Theories At Work: Exploring Concepts of Second Language Acquisition Summaries, Videos and Classroom Applications vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/278240289                                                                                             ]]> 2018-09-06 01:05:58 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/278240289 Comprehensible Input Video vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/278256505 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. ]]> 2018-09-06 02:32:06 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/278256505 Monitor Hypothesis vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/278257568 2018-09-06 02:38:36 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/278257568 Zone of Proximal Development vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/278258947 2018-09-06 02:47:10 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/278258947 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. mtully02 https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279048034

]]> 2018-09-08 02:19:01 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279048034 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. mtully02 https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279050782 2018-09-08 03:01:24 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279050782 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. mtully02 https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279052305 2018-09-08 03:38:15 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279052305 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. vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279080508
http://eldstrategies.com/affectivefilter.html]]> 2018-09-08 13:50:10 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279080508 Affective Filter Video Example vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279082209 Here, boredom creates an affective filter.  ]]> 2018-09-08 14:08:17 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279082209 Lower the Affective Filter with Music and Movement vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279082542 The teacher creates comfort and engagement for teambuilding. Conversations are easier within a safe class setting.]]> 2018-09-08 14:11:41 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279082542 Dual-Iceberg as Interdependence vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279083942 "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.]]> 2018-09-08 14:26:53 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279083942 Classroom Application https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279084410 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. ]]> 2018-09-08 14:30:21 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279084410 Science Lesson Grade 4 Classroom Application vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279085816 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. 
]]> 2018-09-08 14:50:20 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279085816 Classroom Application of Total Physical Response https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279086881 By teaching students to use language as a physical response, it helps students make connections between the dual languages.]]> 2018-09-08 15:05:30 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279086881 Science Lesson Grade 4 Classroom Application vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279086991 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.]]> 2018-09-08 15:06:45 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279086991 Monitor Hypothesis Classroom Application https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279087512 Understanding spoken and written language will increase the students' comprehension of language.

]]> 2018-09-08 15:13:36 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279087512 Language Interdependence: vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279096257 Common Underlying Proficiency connects first and second language. ]]> 2018-09-08 17:28:00 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279096257 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) vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279098911


]]> 2018-09-08 18:16:35 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279098911 Elements of the Monitor Hypothesis: Three Conditions vickiagustsson https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279121912 time for review
focus on form
know the rule]]> 2018-09-09 01:58:14 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279121912 Comprehensible Input Learning Activity for Classroom Application wasons5 https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279157113 Children learn language through listening and interacting in conversations. The teacher uses concrete objects to help students build language.
]]> 2018-09-09 13:22:01 UTC https://padlet.com/vickiagustsson/psf1y9mxqn60/wish/279157113