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Our Motivation
As the nations population has become inundated with immigrants from many different nations speaking many different languages and dialects, educators have sought instructional practices that will expedite English Language acquisition in a practical, efficient, and meaningful manner. A plethora of theories have evolved and they can be broken down into four major categories:
1. 2. 3. 4. Behaviorist Cognitivist Humanistic Constructivist (Postmodern Techniques of Knowledge)
(Diaz-Rico, 2008)
Schools of Thought:
Behaviorist (p. 37) Use behavioral training for accurate pronunciation and rote memory of information such as object and motor vocabulary. Cognitivist (p.41) Align learning with the brain and its natural ways of knowledge acquisition. Postmodern Techniques of Knowledge: Constructivist (p.65) Leave behind one-size-fits-all methods and negotiate activities and objectives based on the needs of the learner, using knowledge of learning styles and multiple intelligences, and encouraging meta-cognition and self-reflection in order to increase students self knowledge and capacity for making conscious meaning.
Humanistic (p.51) Reduce tension and support a positive emotional state in the learner.
(Diaz-Rico, 2008)
Behaviorist Approach
Major strategies used in the behaviorist approach: B.F.Skinners Experimental Behaviorism: Actions followed by an
immediate positive effect (reward) tend to be repeated, and actions followed by an immediate negative effect (punishment) tend to be discontinued. (p.38)
(Diaz-Rico, p.38-39)
Cognitive Approach
*Provided the theoretical basis for the Natural Approach.
Major strategies used in the Cognitive approach include: Chomskys Generative Grammar: Language is learned through
reinforcement and an active language processor, the language acquisition device (LAD) which generates rules through the unconscious acquisition of grammar.(p.41)
Krashens Monitor Model: Krashen considered acquisition (an unconscious Information-Processing Theories: The sensory register
process that occurs when language is used for real communication) more important that learning (which involves knowing about language and its rules) in achieving fluency, and deemphasized direct instruction of syntax rules. (p.41)
(input/recognition), short-term memory (information encoding), and long-term memory (storage) work together during learning. (p.43)Perception is the process by which the sensory register receives and briefly holds environmental stimuli, either as images or sound patterns, and selects input for further processing. (p. 43)
(Diaz-Rico, p.41-48)
2.
2.
3.
The Natural Order Hypothesis: Language rules are acquired in a predictable order, and certain grammatical
rules of the language tend to be acquired before the others.(p.42)
The Monitor Hypothesis: The mind employs an editor, the monitor, which scans utterances for accuracy in order to
make corrections (p.42) This can only happen if enough wait time is allowed by the instructor
4.
The Input Hypothesis: Learners acquire language by intaking and understanding language that is a little beyond
their current level of competence. (Krashen, 1981) (p. 2)
5.
The Affective Filter Hypothesis: An individuals emotions can directly interfere or assist in the learning of a
new languageSpeaking out in a new language can result in anxiety, embarrassment, or anger. These negative emotions can create a kind of filter that blocks the learners ability to process new or difficult words.( p.3)
Continuum of Learning
*Krashen continued
A dominant philosophy shared by many theorists, specifically those in the Naturalist Approach, is that language is acquired through predictable and sequential stages of language development.
(Diaz-Rico, p.44)
Ways to Enhance Storage and Retrieval of Information from Long Term Memory:
Prioritizing Elaboration Organization Context Repetition, Review Logic, cues, and connected knowledge Reconstruction
(Diaz-Rico, p. 45)
Adding meaning to new information by connecting new with existing knowledge to increase retrieval cues Placing new information in a structure that serves as a guide for retrieval Learning physical or emotional cues connected with information to enhance retrieval cues Repeated acts of storage and retrieval Adding structure to information to assist recall
Emotional Intelligence by Salovey and Mayer (1990) and popularized Goleman (1998): Made up of five competencies: self awareness, self regulation, motivation,
social skills, and empathy.
(Diaz-Rico, p. 47)
Behaviorist
The mind is a blank slate. All minds are basically alike.
Cognitivist
The mind is an active organizer Brains vary, with multiple intelligences and learning styles Students participate in planning and goal setting. Learning is a motivator. Teacher teaches with variety; no one best way. Students are taught what and how. Students are actively involved in peer and self-assessment. Product and process are important. Culture is the basis for social interaction patterns: learning results from social interaction.
Goal Setting: Motivation: Teaching Styles: Content of Curriculum: Assessment: who does it? Assessment: what is evaluated? Role of Culture:
Teacher plans and sets goals. Reward is motivator. Teacher teaches his/her way; one best way. Students are taught what. Teacher assesses. Product is important. Culture is irrelevant.
(Diaz-Rico, p.49)
Humanistic Approach
Here we see theories of language acquisition evolve once again, this time, to combine cognitive and affective learning philosophies.
Positive emotional factors such as self-esteem, motivation, and proactive attitudes help language acquisition take place. (p. 51)
Motivation
(Diaz-Rico, p. 51-57)
Monitor activities to reduce undue pressure. Give students in competitive tasks a reasonable chance to succeed. Avoid making anxious students perform in front of large groups. Give examples or models of how the task is done when starting a new type of task. Teach skills explicitly and provide study guides. Vary assignments over different modes of language learning. Energize students by giving them a chance to be physically active.
(Diaz-Rico, p. 55)
Time to Process
Now, please turn to your neighbor and share any ah-has that may have occurred to you which approach do you find you have leaned toward most? what processing strategies are you most likely to implement?
How can you create real world situations to create the need for your students to actively communicate?
Reflection
Looking back over the different theories it becomes abundantly clear that our current practices are a composite, a mosaic reminiscent of the many cultures we see in our classrooms.. We have definitely left the behaviorist techniques in the past in favor of those that include cognition. These methodologies were many and varied, creating a wealth of strategies to teach not just ESL students, but all students. Jensons arguments in favor of emotional intelligence are validated by the humanist approach. May we all be lucky enough to be nurtured by those who build us up and believe in us.
And finally, we step into the 21st century with our Postmodern Techniques of Knowledge. By empowering our second language learners with language and pride and ownership of their primary culture we are truly becoming a global community.
References:
Butler-Pascoe, M. & Wiburg, K.(2003). Technology and teaching english language learners, Boston: Pearson Education, Inc. Diaz-Rico, L.(2008). Strategies for teaching english learners, (Second Ed.) Boston: Pearson Education, Inc. Gitsaki, C. (n.d.).Second language acquisition theories: Overview and evaluation. Retrieved May 17th, 2008, from Web site: http://spider.georgetowncollege.edu/Education/documents/District%20Guidelines/E SL%20Theories.pdf Greenberg, L.J.(2004). Language acquisition. Retrieved May 17th , 2008, from Web site: http://earthenrenewal.org/secondlang.htm Overview of second language acquisition theory (2003). Retrieved May 17th,2008, from Web site: http://www.nwrel.org/request/2003may/overview.html Teachers of English to Speakers of Other Languages. (2004). Standards and other initiatives, Retrieved October 11, 2004, from Web Site: http://www.tesol.org/s_tesol/secess.asp?CID=86&DID=1556