Teaching and learning theories in SLA by izabeltiemi https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m en-us 2021-09-12 21:30:09 UTC 2021-09-15 14:28:09 UTC hello@padlet.com 1. Making a start izabeltiemi https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1734216953 Order and sequence of acquisition
1960s and 1970s
Dulay and Burt (1973) and Cancino, Rosansky, and Schumann (1978)
]]> 2021-09-12 21:33:36 UTC https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1734216953 2. Expansion period izabeltiemi https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1740807059  -       Language transfer, 1980s, Kellerman (1983) and Ringbom (1987)
-       Linguistic universals Universal Grammar (UG), 1980s, Gass (1984), White (1989) and Eckman, Bell, and Nelson (1988)
-       Second language pragmatics, 1980s, Thomas (1983) and Blum-Kulka, House, and Kasper (1989)
-       Input and interaction, 1980s, Krashen (1985), Long (1983) and Swain (1985)


]]> 2021-09-14 22:11:17 UTC https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1740807059 3. Coming of age izabeltiemi https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1740807626 Consciousness and L2 acquisition; implicit and explicit knowledge; emergentism; skill learning theory, Late 1990s onwards, Schmidt (1990), Tomlin and Villa (1994), Ellis (1994) and DeKeyser (1998)]]> 2021-09-14 22:11:44 UTC https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1740807626 4. Social turn izabeltiemi https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1740807887 -       The Social Turn, Late 1990s onwards, Firth and Wagner (1997), Block (2003) and Norton (2000)
-       Sociocultural SLA, 1990s onwards, Lantolf (2000) and Swain (2006)
The sociocultural theory that incorporates both 'participation' and 'acquisition', has some rich pedagogical applications. I believe that interaction is very important to construct meaning and that the teacher has the role of mediator.
Learning commences externally WITHIN interaction. Key constructs – mediation; private speech; zone of proximal development; internalisation; collaborative dialogue; ‘languaging’; dynamic assessment.
]]> 2021-09-14 22:11:57 UTC https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1740807887 5. Recent developments izabeltiemi https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1740808334 -       Complex Dynamic Systems Theory, 2000s onwards, Larsen-Freeman (1997), Larsen-Freeman and Cameron (2008) and de Bot et al. (2007)
-       The multilingual turn, 2010s, Cook (1992), May (2013) and Ortega (2009, 2019)
The multilingual turn rejects viewing bilingualism in terms of the development of monolingual competence; makes multilingualism the central area of enquiry and emphasizes the multiple competencies of bi/ multilingual learners; translanguaging. I believe this view is very relevant to my context of teaching because by focusing on my students' multiple competencies, I can help them to develop not only linguistic abilities, but other abilities as well. 
]]> 2021-09-14 22:12:19 UTC https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1740808334 Three views regarding the role of input in language development have been discussed: izabeltiemi https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1742915063
1. The behaviourist view emphasizes the importance of the linguistic environment, which is treated in terms of stimuli and feedback.

2. The nativist view minimizes the role of the input and explains language development primarily in terms of the learner's internal processing mechanisms.

3. The interactionist view sees language development as a result both of input factors and of innate mechanisms.  ]]> 2021-09-15 14:21:25 UTC https://padlet.com/izabeltiemi/qdl15tf6pknv7w1m/wish/1742915063