Linking Language & Learning 1

Communication
Fall 2006
Scott, Grenvicz, Schwab, Dessein

Linking Language & Learning 1

Series Overview

This semester you will see three power point presentations designed to make you think about second language learning. Each presentation will begin with guiding questions to engage you in the material. Discussion questions appear at the end of each presentation. You will write your ideas about these questions and turn them in to your teacher.
Linking Language & Learning 1

Guiding questions
What do you want to be able to DO with French?

In what ways is the classroom a good place to learn French?

Linking Language & Learning 1

What do students want?

We have found that students studying French hope to achieve TWO goals:
1)

Students want to be able to COMMUNICATE in French.

Students want to become BILINGUAL.

2)

Linking Language & Learning 1

GOAL #1: Communicate in French

What does communicate mean?

INTERACT with French-speaking people. UNDERSTAND and INTERPRET the meaning of what you hear and read in French. EXPLAIN your thoughts and ideas to Frenchspeaking people.
Linking Language & Learning 1

Goal #1: Communicate in French

How do you learn to communicate in another language?

Listen to lots of French? Read lots of French? Write lots of French? Learn grammar? Practice talking?

je suis tu es

nous sommes vous tes

il/elle est ils/elles sont

Linking Language & Learning 1

Goal #1: Communicate in French

There are two important theories about what it means to learn a second language and develop the ability to communicate in that language:

2)

Monitor Model theory Communicative competence theory

1)

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Goal #1: Communicate in French

Theory 1: Monitor Model

Krashen developed five hypotheses about second language learning. These hypotheses offer insight into how to help students learn to communicate in a second language.

Linking Language & Learning 1

Goal #1: Communicate in French

Principles and Practice in Second Language Acquisition (1981)

Monitor Model: 5 hypotheses

1.

2.

3. 4. 5.

acquisition / learning are two different processes (spontaneous vs. conscious) natural order (grammar is acquired in a predictable order in a natural setting) monitor (learning functions only as an editor, or monitor) *input (comprehensible input is essential for acquisition) *affective filter (acquisition occurs when affective conditions are optimal, i.e., low anxiety, motivation, confidence, etc.

Stephen Krashen
Linking Language & Learning 1

Goal #1: Communicate in French

Theory 2: Communicative Competence

Canale & Swain (1983) developed a theory that describes communicative competence as MORE than simply being able to interact in another language.

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Goal #1: Communicate in French

Communicative Competence
1. Grammatical competence: mastery of linguistic code 2. Sociolinguistic competence: knowledge of social and cultural rules

3. Discourse competence: ability to connect sentences coherently

4. Strategic competence: ability to use verbal and non-verbal communication strategies

Bonjour!

Linking Language & Learning 1

Goal #1: Communicate in French

Summary of the two theories: To communicate in a second language, a learner needs

sufficient INPUT and OPTIMAL AFFECTIVE CONDITIONS (high motivation, positive attitude, self confidence) Understanding of SOCIAL and CULTURAL rules, NON-VERBAL communication strategies as well as GRAMMAR.
Linking Language & Learning 1

Goal #1: Communicate in French

A learner also needs INTERACTION Interaction can be between teacher and students OR

between and among students.

Linking Language & Learning 1

Goal #1: Communicate in French

A learner also needs to develop the ability to INTERPRET what s/he hears and reads. Interpretation involves

recognizing thoughts and feelings about a message (oral or written) constructing the meaning of the message (through thought and/or interaction) explaining the meaning to others
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Goal #2: Becoming bilingual

What does bilingual mean?

There are at least 37 definitions of bilingual.

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Goal #2: Becoming bilingual

Balanced bilingual = mastery of two languages is roughly equivalent Covert bilingual = someone who hides knowledge of another language because of an attitudinal disposition Dominant bilingual = greater proficiency in one of the two languages Early bilingual = someone who acquired both languages in childhood Late bilingual = someone who became bilingual later than childhood Receptive bilingual = someone who understands but does not read or write Secondary bilingual = someone whose second language had been added to a first via instruction Incipient bilingual = someone at the early stages of bilingualism
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Goal #2: Becoming bilingual

DEMYSTIFYING BILINGUALISM No one has the same level or the same type of proficiency in two (or more) languages!

Linking Language & Learning 1

Goal #2: Becoming bilingual

There are many places a person can become bilingual. at home at school traveling when youre in love in the work place

Linking Language & Learning 1

Goal #2: Becoming bilingual

Attitudes about bilingualism

In the 19th century people believed that being bilingual was detrimental to intellectual and spiritual growth. In the early 20th century some studies indicated that bilingual children had lower IQs than monolingual children.

Today, some bilingual speakers may be encouraged to suppress their minority language in favor of the culturally dominant language.
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Goal #2: Becoming bilingual

Current research on cognition reveals the advantages of bilingualism:

Creative thinking Flexible thinking Faster learning Larger vocabulary Greater sensitivity in communication
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Goal #2: Becoming bilingual

CODE SWITCHING is
Le prof, elle est really nice.
Yeah So, do the alternating use of you want to go two or more languages in a prendre un single conversation event. verre now?

is a natural, observable occurrence among people of all ages who speak more than one language. one indicator of whether a person is bilingual. is the norm for many bilinguals.

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Goal #2: Becoming bilingual

Bilingualism is not a state, but a process; not a goal but a continuum. Where are you on the BILINGUAL CONTINUUM ? ----x---------------------------------------x--
incipient balanced

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Goal #2: Becoming bilingual

Can you understand French? Can you speak French? Can you read? Write? Do you engage in word play with French? Do you code-switch?

ARE YOU BILINGUAL?

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Final discussion questions

Write your ideas about these questions and turn them in to your teacher:

What ways does your French classroom experience help you to communicate in French? (Remember the many dimensions of the notion communicate.) Do you consider yourself bilingual? Explain.

This Power Point presentation is available at: http://www.vanderbilt.edu/french_ital/faculty/scott

Linking Language & Learning 1