Coelho:Understanding Second Language Acquisition by Martin Newell https://padlet.com/martinnewell/vfi5nwbywrc2 Made with joy en-us 2017-01-31 13:11:19 UTC 2025-09-26 05:51:03 UTC hello@padlet.com Theories of acquisition martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150511076 1. Imitation and habit-Skinner
2. Innate cognitive process- Chomsky
3. Social interaction

]]> 2017-01-31 13:33:47 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150511076 Limitations of imitation martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150511886 This is how we learn pronunciation but beyond puberty we lose ability to produce and distinguish certain sounds
-th..thin and this distinction
-v and w distinction difficult if sounds don't exist in their lang..eg Spanish
-l and r if home language does not have both sounds]]> 2017-01-31 13:36:18 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150511886 Language learning strategies martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150512964 -There are more efficient ways to learn a language and imitation should not be overplayed. 
-Student awareness of strategies is very important _metacognition]]> 2017-01-31 13:39:19 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150512964 Evidence for Chomsky martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150513507 children develop dfferent verb forms, some of which do not exist by applying their own grammar rules
so bring..brang, brought, broughted..]]> 2017-01-31 13:40:49 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150513507 Grammar development for Chomsky martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150514275 Children come up with own theories and through interacting with adults they modify their production until it coincides and communicates effectively. ]]> 2017-01-31 13:42:43 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150514275 Sequence of grammar acquisition martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150515417 Seems to be universal sequence for this
-early ..plural nouns
-much later apostrophe s for possession
-third person s 

]]> 2017-01-31 13:45:45 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150515417 Grammar teaching martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150522685 ELL teachers give students many opportunities to practice a structure in meaningful contexts. students may take a long time to use forms correctly..be patient. ]]> 2017-01-31 14:04:37 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150522685 Explicit instruction martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150523158 First language you just pick up the grammar, second language need for explicit instruction, especially beyond puberty when acquisition becomes much more difficult ]]> 2017-01-31 14:05:51 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150523158 Interactionist view martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150523774 language is learned by interacting with native speakers of fluent speakers. Communicating with the world helps you develop your language..innate LAD helps with this. ]]> 2017-01-31 14:07:29 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150523774 First lang..interaction martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150525945 Language is used for communication..real situations..real objects and activities and interactions so child picks up quickly and adult can see mistakes.
Expanding- adult expands on child's single words and model sentences]]> 2017-01-31 14:13:11 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150525945 Effective interaction for ELLs martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150527898 Students need to be learning in zone of proximal development (Vergotsky)..Krashen emphasizes students need Comprehensible input..
 -grammar rules can be inferred
-strong context clues for new vocab
-limited addition of vocab in each task 
-pictures/objects/actions can help with understanding

]]> 2017-01-31 14:17:21 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150527898 Scaffolding martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150529491 - expanding student speech
-students join in familiar or repeated phrases in read aloud
-chants and songs help
- graphic organizers for response..limited writing


]]> 2017-01-31 14:20:34 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150529491 Meaningful interaction martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150530686 Must create regular opportunities for ELLs to interact in English and give feedback 
Small groups..

]]> 2017-01-31 14:23:25 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150530686 Group work martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150531196 Must establish rules for this and familiarize students with expectations]]> 2017-01-31 14:24:40 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150531196 First lang acquisition martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150531768
  • exposed to vast amount of language and many forms
  • recognize sounds, then meaning, then grammar
  • regular interaction with experts
  • talk to themselves and dolls..babble..develop lang through play and experimentation
  • no pressure/expectations..adults modify input 
  • context clues for nearly all early language use
  • minimal correction..errors are fun ! 
  • Adults expand on kids' words
  • high motivation as using language to get something- a sweet, a story, help etc
    • ]]>     2017-01-31 14:26:04 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150531768     Second lang acqu..the differences martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150534281
  •  high pressure
  • learn curriculum and lang same time
  • playing catch up always
  • receive too much input beyond their level of comprehension
  • negative response to errors
  • may have limited opportunity to interact with fluent speakers

    • ]]>     2017-01-31 14:32:19 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150534281     Age martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150541151
  • older students find it harder to produce and recognize some sounds
  • greater curriculum pressure and more to catch up
  • more complex language to deal with
  • AFFECTIVE FILTER emotional barriers caused by all this pressure can block learning SO WE MUST CREATE A SUPPORTIVE, NURTURING ENVIRONMENT
  • YOUNGER CHILDREN BETTER CHANCE OF LEARNING LIKE A NATIVE AS SIMILAR CONTEXT

    • ]]>     2017-01-31 14:47:42 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150541151     BICS and CALPS martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150546482 CALPS are tough..a lot of difficult vocab..longer words. latin roots, prefixes and suffixes to decode, very little context , often dry written instructions, little or no verbal interaction. 
    Hugely challenging for ELLs
    Playing catch up for years
    Key to develop these skills in first language, without these may never catch up ]]>     2017-01-31 15:00:17 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150546482     CALPSimplications martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150548133 CALPS mean we should sustain student support well beyond 2 or 3 yrs but few if any schools do. 

    ]]>     2017-01-31 15:04:08 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150548133     First Language martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150549143 Push it..
    • helps with second language acquisition and development of cognitive skills and concepts that can then transfer
    • essential for communication with family and community and maintaining identity and self esteem 
    • Give a chance to use in class as well with same lang speakers to develop ideas and deepen understanding.
    ]]>     2017-01-31 15:06:28 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150549143     Teaching Grammar martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150549899 Older kids needs more of this as less able to intuitively nail it! 
    Grammar instruction must always have a meaningful context and involve real communication]]>     2017-01-31 15:08:14 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150549899     Sequence of grammar acquisition martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150550896
  • ing with be, plural s
  • articles
  • irregular past went
  • regular past walked
  • third person s
    • Instruction should be developmentally appropriate

    ]]>     2017-01-31 15:11:00 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150550896     Meaningful context martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150552147 isolaed grammar drill ae a dead loss..students can only reproduce them in same context..dont use them in communication

    NEED repeated and meaningful practice with a communication context]]>     2017-01-31 15:13:49 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150552147     Phonics.. martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150553362 Helpful for decoding but only 75 % of words fit..
    Most common words are irregular as hell ! (anglo saxon)
    More important to grow vocabulary, comprehension skills and general knowledge
    Explicit vocab and comprehension skills instruction much more important. 

    ]]>     2017-01-31 15:16:11 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150553362     Error correction martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150561633
  • Not much evidence it works! 
  • Most errors from overgeneralizing rules
    • eg add s for plural
    verb+to verb
    • overcorrection makes kids dry up 
    • little correction may seem slack to some cultures..education of parents also useful here. 

    ]]>     2017-01-31 15:34:35 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150561633     Useful error correction martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150583831 1. RESPOND FIRST to the meaning..did they communicate effectively ?

    2. Select a few errors only..those that obstruct meaning or cause embarrassment

    3 Focus on one error at a time

    4 use discreet modelling rather than correction, or suggest another way to phrase
    5. Be patient..errors will be repeated for some time..normal ! Correct taught form will not remarkable replace the errors..
    6. Always think about student feelings and ensure level/manner of correction wont embarrass them]]>     2017-01-31 16:22:52 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150583831     Participation martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150586373 A quiet period of several months is normal..absorbing language and rules..
    -small groups promote participation
    - remember receptive competence will also be higher than productive. ]]>     2017-01-31 16:28:06 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150586373     Motivation martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150587067 Huge impact

    Integrative
    Strong motivation to learn in different contexts..seek out native speakers, look for opportunities to speak, read in English, interested in jokes and latest slang

    PROMOTE this..by encouraging your native speakers to be helpful and positive towards ELLS; respecting their language and taking an interest

    INSTRUMENTAL

    Learn for a specific purpose..exam, a presentation or subject specific..often don't master social English as not so interested. This can be a big obstacle later in life..limiting work options. Important to move these students towards and integrative motivation.

    Resistance

    Resent English, f    eel it undermines own language and identity,
    often close up and don't participate.

    Solution
    Give space to own language, ensure interaction with native speakers.




    ]]>     2017-01-31 16:29:32 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150587067     Confidence martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150591472 Soo important!

    • Give level appropriate tasks
    • Create safe, encouraging learning environment
    • Dont expose to high anxiety..whole class presentation
    • Give positive feedback, not endless error correction
    • introduce them to successfull ELLS as role models
    ]]>     2017-01-31 16:39:15 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150591472     Learning strategies and meta-cognition martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150592933
  • Share strategies with students and review and discuss regularly which ones they are using. 
  • Knowing they have a tool box of strategies increases confidence and independence.
    • ]]>     2017-01-31 16:42:15 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150592933     KEY LEARNING martinnewell https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150641450 Be patient- give students quiet period to absorb language

    Reduce stress by small group work, minimal correction and lots of positive feedback

    Motivation is key: so create safe environment and get native speakers involved

    Errors are inevitable and persistent and correction/ clarification will not give instant accuracy

    All grammar should be taught in meaningful contexts and revisited regularly

    ]]>     2017-01-31 18:41:32 UTC https://padlet.com/martinnewell/vfi5nwbywrc2/wish/150641450