https://padlet.com/melissadiane72/totnbqt55pza Module 7: Connecting 1st and 2nd Language through Schema en-us 2016-10-30 15:57:54 UTC 2016-10-30 19:29:08 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134089547 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 ]]> 2016-10-30 16:04:19 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134089547 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134090148 SLA learners can be in different stages of Learner Language Development depending on the skill. ]]> 2016-10-30 16:13:32 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134090148 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134090208 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. ]]> 2016-10-30 16:14:59 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134090208 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134090459 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- ]]> 2016-10-30 16:19:54 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134090459 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134090727 Global errors need immediate feedback because they hinder communication.]]> 2016-10-30 16:25:01 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134090727 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134090803 Be careful with negative cognitive feedback. Too much negative feedback can cause a SLA learner to shut down attempts at communication. (Brown, 2014)]]> 2016-10-30 16:26:36 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134090803 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134090959 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

]]> 2016-10-30 16:29:15 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134090959 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134091221 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)]]> 2016-10-30 16:34:22 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134091221 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134091395 Focus on providing engaging texts on your students' levels instead of creating "word callers." (Freeman & Freeman, 2011)]]> 2016-10-30 16:37:23 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134091395 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134091527 Read Alouds
Shared Reading
Interactive Reading
Guided Reading
Independent Reading ]]> 2016-10-30 16:39:34 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134091527 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134091582 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)]]> 2016-10-30 16:40:36 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134091582 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134091733 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)]]> 2016-10-30 16:43:23 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134091733 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134091998  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)]]> 2016-10-30 16:47:50 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134091998 melissadiane72 https://padlet.com/melissadiane72/totnbqt55pza/wish/134092678 2016-10-30 16:56:39 UTC https://padlet.com/melissadiane72/totnbqt55pza/wish/134092678