FSGL-Vorlesung 1-3

A1:

•I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

C1:

•I can express myself in clear, well- structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind.

A1:

•I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

C1:

•I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.  

•Council of Europe joint venture

•Switzerland as one of leading countries

•Documentation of learning progress, makes learning process transparent

•Each country responsible for development of national ELP

Sprachenportfolios ...

... für Jugendliche und Erwachsene ab 15J. // ESP III

... für die Mittel- u. Sekundarstufe I ab 11 J// ESP II

... für die Primarstufe ab 7J. // ESP I

... ab Vorschulalter ab 4 J. Portfolino

•for different age groups

•in four languages (F, D, I, E)

•accredited by the Council of Europe (No 1.2000)

•pan-European Language Passport

•trialled in schools (1996; 1999-2000)

•Should be integrated into language learning at all levels and with all age groups

•Anstösse Rüschlikon

•Entwicklung seit 1994

•Besonderheit: vier Sprachfassungen (daher auch für verschiedene anderen Länder interessant

•die Lernenden sollten, wenn möglich ihr Portfolio in der Muttersprache erhalten oder in einer Sprache, die sie gut beherrschen

Sprachenpass 1 (Rot) = Gibt einen Überblick über Kompetenzen

Sprachbiografie 2 (Blau) = Begleitet den Lernprozess

Dossier 3 (Grün) = Dokumentiert Leistungen mit eignen Arbeiten/ Diplome etc

•Alle ESPs haben obligatorisch die drei Teile Sprachenpass, Sprachbiografie und Dossier mit ihren spezifischen Funktionen

In den Worten der “Principles and Guidelines” des Europarates:

The Language Passport section provides an overview of the individual’s proficiency in different languages at a given point in time; the overview is defined in terms of skills and the Common reference levels in the Common European Framework; it records formal qualifications and describes language competencies and significant language and intercultural learning experiences; it includes information on partial and specific competence; it allows for self-assessment, teacher assessment and assessment by educational institutions and examinations boards; it requires that information entered in the Language Passport states on what basis, when and by whom the assessment was carried out.

The Language Biography facilitates the learner’s involvement in planning, reflecting upon and assessing his or her learning process and progress; it encourages the learner to state what he/she can do in each language and to include information on linguistic and cultural experiences gained in and outside formal educational contexts; it is organised to promote plurilingualism i.e. the development of competencies in a number of languages.

The Dossier offers the learner the opportunity to select materials to document and illustrate achievements or experiences recorded in the Language Biography or Language Passport.

Documentation and presentation

•Results/products of learning

•Summative assessment

•Transparency

•All the learner‘s languages

Pedagogic function

•Learning processes

•Formative assessment

•Incentives and aids

•Learning strategies

Dokumentations- und Vorzeigefunktion - wichtig:

•Zeugnisse, Zertifikate, Diplome und konkrete Lernerprodukte (d.h. z.B. Aufnahme von einem Referat, schriftliche Texte)

•Beurteilungen am Ende eines Lernabschnitts, ev. mit Benotung, Diplom

•Die Ergebnisse werden so mitgeteilt, dass verstanden wird, was Lernende in anderen Sprachen tun können, z.B. durch Angabe des (europäischen) Niveaus oder durch eine Beschreibung der Anforderungen und der Elemente von Prüfungen, Kursen usw.

•Wenn Ergebnisse transparent mitgeteilt werden, werden sie auch vergleichbar

•Pädagogische Funktion

•Lernerfahrungen und -prozesse werden deklariert und reflektiert, um für das weitere Lernen zu profitieren

•Evaluation der Kenntnisse im Dienste des Weiterlernens

•Instrumente wie z.B. die Checklisten zur Selbstbeurteilung zeigen, wo das Lernen schliesslich hinführen kann und beschreiben gleichzeitig die nächsten Schritte

•Aufenthalte, Tandemlernen, verschiedene Kontaktmöglichkeiten usw. werden als Lernmöglichkeiten genannt.

•Based on ‘Can do’ statements from the CEFR

•Self-evaluation instrument

•Belongs to the language learner

NOT a teaching instrument!

•NOT a course book

•NOT a way of exerting pressure

•NOT a way of comparing

  descriptive, not prescriptive

•Diplomas / certificates with reference to the competence levels;

•Linguistic and intercultural experiences (e.g. exchanges);

•Language tuition / language courses;

Self-assessment of language competence

•Die erste Mappe enthält den Sprachenpass.

•Gesamteuropäischer Pass für Erwachsene (befindet sich z.B. auch in russischen ELPs)

•Vielfältige Dokumentation (nicht nur Diplome und Zeugnisse)

•Zeugnisse anderer Art können oft aufschlussreicher sein, als Diplome, z. B. Bestätigung oder Beschreibung eines Praktikums im Ausland oder eines Schüleraustauschs.

•Das Besondere: Im ELP wichtig sind Selbstbeurteilung von Kenntnissen und Selbstdeklaration von Erfahrungen und Kompetenzen. Dies ermöglicht:

•zu sagen, was man nach einer Diplomprüfung dazugelernt (oder wieder verloren) hat;

•Kompetenzen auszuweisen, die nicht geprüft werden (interkulturelle Erfahrung);

•Sprachkenntnisse auszuweisen, für die es keine Prüfungen gibt (Migrantensprachen);

•partielle Kompetenzen auszuweisen.

•Das Dossier als Sammlung von eigenen Arbeiten kann behauptete Kompetenzen illustrieren

Das ESP gehört den Lernenden. Seinen vollen Wert entfaltet es jedoch erst durch Kooperation.

  Während der Grundausbildung

•z.B. durch Kooperation zwischen SchülerInnen und LehrerInnen (z.B. im Rahmen von Selbstevaluation und Fremdevaluation ausgehend vom selben Instrument; beim gemeinsamen Festlegen von Zielen mit Hilfe des ESP)

•z.B. durch Kooperation zwischen SchülerInnen und Eltern (durch transparent, im ESP einsichtig und nachvollziehbar gemachte Sprachlernprozesse)

  In der Arbeitswelt, im Studium, im Rahmen von Weiterbildungen kann das ESP

•z.B. zur Verständigung zwischen ArbeitnehmerInnen und Arbeitgebern beitragen (etwa im Rahmen von Stellenausschreibungen und Stellenbewerbungen)

•Oder das ESP dient der Verständigung zwischen Studierenden und Ausbildungsinstitutionen (etwa beim Beschreiben von geforderten Sprachniveaus einerseits, beim Anstreben und Nachweisen dieser Niveaus andererseits)

  Der Schnittstelle zwischen der Grundausbildung und dem Eintritt in die Arbeitswelt bzw.
  Studienwelt kommt  besondere  Bedeutung zu.

Wenn das ESP (eines Tages) auf beiden Stufen fest verankert ist, wenn also die Sprachkompetenzen hüben und drüben gleichermassen mit demselben Instrument beschrieben werden, wird man eher von einer Nahtstelle denn einer Schnittstelle sprechen können. Die Übergänge werden – im Bereich der Sprachkompetenzen – stark vereinfacht, wenn Abgeberinstitutionen und AbnehmerInnen aus der Arbeits- und Studienwelt ein und dasselbe Instrument verwenden.

·Strengthen the learner‘s motivation,

-to improve their communicative competence in various languages,

-to learn new languages,

-to gather intercultural experiences.

·Instigate and help,

-to reflect on learning goals, processes and success,

-to learn independently,

-to plan their learning.

·Encourage the learner to widen the linguistic and intercultural experiences

-through contacts / meeting people,

-by reading and making use of the media,

-through projects.

•The clearly defined learning aims should serve as a motivating factor for life-long learning in language development

•Any kind of encounter with other languages and cultures can be documented and valued – further motivating factor

•Users are encouraged to reflect on their experiences and how these have helped in their development, but also to help users in their further planning and decision-making

•Ideas are offered for learning and intercultural experiences

•The checklists in the biography can help with setting aims, and prove to be extremely motivating

Quiz ENGLISH

1. How many language levels does the CEFR involve?
2. What is the main aim of the CEFR?
3. Where is the CEFR used?
4. For what is the ELP used?
5. What are the three basic models of the ELP(3) ?
6. Name two examples for each function of the ELP:
7. Name the three parts of the ELP and explain them shortly.
8. Why is cooperation so necessary when using the ELP?
9. Why is the ELP regarded as a learner’s companion? Give three reasons for it.

Language is communication as we see in the first picture. And it can take many forms such as the group of kids trying to use sign to communicate with each other.

How do we acquire language? It is a complex process, and although the processes of first and second language acquisition are not quite the same, they are very similar.

Example of my kids- learned both simultaneously.

•Define the central terms regarding language acquisition

•List the history of theories which have influenced the teaching of language

•Identify important factors which play a role in second language acquisition,

•List the arguments related to the age factor in language learning

•Behaviorism (Skinner 1904-1990)

•Innatism –Universal grammar (Chomsky 1928-)

•Critical Period Hypothesis (Lenneberg 1921-1975)

•Constructivism (Piaget 1896-1980)

•Social constructivism and cognitivist (Vygotsky 1896-1934/Bruner 1915)

•Monitor Model (Krashen 1941-)

•Multiple intelligences (Gardner 1943)

It has been a long process of learning about langauge acquisition, not yet complete.

We will begin our trip in the early 20th century with Skinner’s idea of behavioursim.

Theory

•Stimulus – response – reward         habit

•Based on observable behaviour

Influence on language learning perspectives:

Forming habits through imitation and drill

Corrective feedback important to avoid mistakes

NOT completely applicable to language acquisition! Errors are important. More is necessary than ‘blind’ drill and repetition.

This is based on the idea that we are a black box open to stimulation and manipulation.

When we are stimulated and react in a desirable way, then we will be rewarded for our actions in order to reinforce this action. This stimulous will be repeated until the desirable action has been set into a habit.

Example of Pavlov’s dog. (CLIK)

This idea fed into language learning and we still see many elements of behaviourism in drill exercises, repetition. In learning games this idea plays a major role! (CLIK)

BUT- more is necessary. although it has been shown that repetition is important for learning, that’s not the whole story.

Theory

Children’s brains are biologically programmed to acquire language and its grammar (Chomsky)

BUT   only for a limited and pre-determined amount of time (Lenneberg)

Others factors are necessary for language learning

Influence on language acquisition and learning perspectives:

-Younger is better, older can’t learn languages perfectly

Critical Period Hypothesis has been widely disproven

(see bilinguals lecturers in this institute as examples!)

Chomsky observed the way children learn and saw that children are able to produce more than the input they have been given. They can creatively create a miriad of sentences. This led him to the Innatism theory that we are wired to acquire language and ist complex grammar structures even without instruction.

Lenneberg then said- but wait… This is only possible during the first wiring of the brain. Afterwards the ability to acquire language like a child ends. So there must be other determining factors for learning a language. There has been much discussion about how long this critical period lasts, because this ability disappears later on. (CLIK)

Since then the tenur is to say that we need to begin teaching language at an early age- (CLIK)

This has been largely disproven (take a couple of examples at this school: Mr. Selim, Ms Smeets and myself) (10 min)

Theory

The child as a ‘lone scientist’ interacts (plays) with the world around to assimilate and process new knowledge (cognitive development).

Classification is important part of the process

Language shows level of adaptation and is linked to cognitive development

Influence on language acquisition perspectives:

Language is a symbol system and can only be processed through interaction when the child’s developement is ready

Focusses on what children could not do, underestimating what they can do, resulting in low expectations.

Piaget- you will encounter him often!

Children play and discover the world-  they try to make sense of the world and by doing so develop cognitive skills.

Classification example: 4 legged creatures are all dogs.

Assimiliation (making sense of the language-understanding) and Accommodation (internalizing- changing thought patterns) =  Adaptation

He made an important statement, namely that L1 development is bound to cognitive dev. (CLIK)

Language symbol system of interaction (CLIK)

Needs expanding on

Theory

Vygotsky: Language develops through social interaction

Helper support is necessary to reach higher level (ZPD)

Bruner: Language vital for cognitive growth

Learner constructs own knowledge in stages

but scaffolding is necessary to support process

Influence on language acquisition perspectives:

Interaction through language is essential for development. Common understanding of ‘meta-cognition’ developed through these models.

Both models have had a great influence on  how we now teach children any subject.

Vygotsky: sees need for social interaction (language!) to learn. Through ‘caretake’ support children can develop (faster). Children can only learn in their ZPD- What they can reach! But caretakers can help them to reach a little higher (step-stool) than when they learn alone. Supportive environment is important.

Bruner expands on this with cognitivist approach. He emphasises that language is necessary for cognitive dev. (see Piaget)

Learning is a process divided into stages, much like the building of a house (foundation, walls, water and electricity systems). For this the caretaker needs to supply scaffolding to support the learner, hold it together and facilitate learning. (CLIK)

For language acquisition interaction is essential! This has led to understanding

Metacognition – about how learners think, plan and remember (CLIK)

Important- they are complimentary and influential on our approach to teaching, even at the level of teacher training!

•Language awareness

•Social awareness

•Cognitive awareness

•Cultural awareness

Transfer of meta-cognition into second language learning

Theory:    5 hypotheses based on the Monitor Model

•Acquisition =  learning 

•Monitor hypothesis (only acquired learning produces spontaneous speech)

•Natural order hypothesis (Structures are learned in a fixed order)

•Input hypothesis (learners progress when input is learner level +1: i+1)

•Affective filter hypothesis (negative emotions hinder learning)

Influence on language acquisition perspectives:

Importance of silent period  to lower affective filter (listening first then speaking), difference between acquisition and learning- acquisition as desirable

Little notice has been given to the natural order hypothesis, which would help learners in connection with the ZPD!

Also very influential in our understanding of language development- Krashen’s Monitor Model

In the last slide- learning! There is a key difference between the two as defined by Krashen

Learning- rules, about the language. You cannot speak spontaneously through learning!!

Fixed order needs to be considered, but at the same time natural acquiring demands rich input.

IF level is too easy, no progress is made, if too difficult, no progress is made (frustration!)

Posititive attitude is key! Cortison is let free by brain if in stress =no learning

Dopamin is set free by success = learning (see behaviousism!) (CLIK)

Silent period is important in the beginning stages. Acquisition is desirable (CLICK) ( but can be supported by learning!)

Also natural order… (15 min /25 min)

Acquisition is: learning ‘naturally’; in an everyday life context; with large amounts of exposure.

Learning is: more formal, e.g. in the classroom; takes place with more limited exposure.

Illsutration from students:

The supposition that only children can acquire a language is mainly because adults tend to visit courses and spend time and energy analysing the language and ist rules. However, adults can also acquire a language at least to some extent.

The statement that children acquire L2 better and quicker is a result of the Critical Period Hypothesis, and as we will see later, is not completely accurate.

1. Adults proceed through the early stages of second language development faster than children do (where time and exposure are held constant).

2. Older children acquire faster than younger children, time and exposure held constant.

3. Acquirers who begin natural exposure to second languages during childhood generally achieve higher second language proficiency than those beginning as adults.

Thus, it is not simply the case that "younger is better": children are superior to adults only in the long run.

We acquire spoken fluency not by practicing talking but by understanding input, by listening and reading   (Krashen. P. 60)

Theory

IQ perceived as too limiting, thus 8 (later 10) intelligences were researched and defined.

Not the same as ability, nor learning style, but the medium through which a person learns more easily, e.g through movement, logical deduction, music, speaking with others, etc.

This leads to more personalized learning

Influence on language acquisition perspectives:

More attention to a variety of activity types

Attention to need for bodily activity in young learners

Sometimes criticized as not well enough researched,

but practice experience has shown positive effects

The 8 intelligences

-interpersonal

-intrapersonal

-bodily/kinesthetic

-musical

-logical/mathmatical

-verbal/linguistic

-naturalist

-visual/spacial

•Neurolinguistic knowledge of how the brain learns and processes language has led us to…

•Repetion is important, but it must be meaningful (Skinner?)

•Connections built on pre-knowledge – the more you know the easier it is the more you can learn (Bruner?)

•Meaningful learning is sustainable learning – directed towards task-based and content based methods… (more later!) (Piaget, Vygotsky?)

Repetition to join synapses in the brain and strengthen these connections.

If the brain can find paths already known (pre-knowledge), it is easier to make these connections. The more connections, the better. The more meaningful the connections, the better.

Meta-physics, quantum theory. (CLIK)

Like a well travelled path it becomes more and more established, but can grow weeds in disuse and disappear again.

(30 Min)

L1 and L2 acquisition share many common traits. During the development of L1, L2 will be developed the same way. Later on L2 acquisition takes a slightly different path.

•Rich comprehensible input: learning through meaningful content

•Silent phase: input time before production

•Interaction: language = communication

•Modified speech: Caretaker talk - teacher talk

•i+1: input slightly above learner’s language

•Previous experience of learning a language (can also lead to ‘problems’ )

•Cognitively more developed - have developed own personal strategies (may not always be effective!)

•They have the ability to ‘notice’ and process language (problems where there are gaps in L1)

•They may not have an intrinsic reason for learning the language

Learning earlier not equal to learning better

BUT other reasons for starting early…

Older-  more cognitive capacity, can build on pre-knowledge

Younger-

•Affective filter lower

•Positive attitude towards language

•Political reasons (both national and international!!!)

•Amount of time spent learning (well-spent?)

•Possibility for content-based approach (if applied)

Intelligence

Aptitude

Personality

Motivation & attitude

Learner preferences

Learner beliefs

Age of acquisition

1. What 7 theories have influenced foreign/second language teaching?
2. What is Behaviourism based on?
3. What is the Behaviourism’s influence on language learning perspectives (important traits)?
4. What did Lenneberg think of young children learning languages?
5. What means Critical Period Hypothesis?
6. As what did Piaget regard the young child learning languages?
7. What is the difference between Assimilation and Accommodation?
8. What is the ZPD?
9. For what term is Bruner famous for?
10. What is Bruner’s and Vygotsky’s influence on language acquisition perspectives?
11. What four parts does metacognitive awareness consist of (4)?
12. What 5 hypotheses are based on Krashen’s Monitor Model?
13. Due to Krashen’s Monitor Model, why does listening precede speaking?
14. What is the difference between learning and acquisition?
15. Is the statement “the younger the better” true?
16. How could the concept of Multiple Intelligences be used in the primary classroom?
17. Name four individual factors that can influence second language learning/acquisition:
18. How are errors regarded in modern language learning and teaching?
19. What is overgeneralizing?
20. What are the differences between L1 and L2 (give two examples)?
21. What are the reasons for starting language learning at an early age?
22. How should language learning be for young learners?

•Characterize the different methods and approaches and their historical background.

•Describe the most important/influential approaches and methods.

•Systematic set of practices based on a particular theory

•Forms the basis of planning and guides the teacher in deciding what to do in the classroom

•Says which activities to do and in which order

•Prescriptive

A Prescriptive analogy- use THIS car and take THIS road. The path is fixed.

•Theory or philosophy behind a specific method

•Based on theory of language and language learning

•Guides and/or forms the basis for the planning of the lesson

•Different methods may be used

•Not prescriptive

Another analogy: It is easier to navigate by horse in rough terrain. Thus, a horse will more easily take you to where you want to your destination. You can choose the path most suited.