ESLS 5306

Dr. Anita de la Isla ~ Dallas Baptist University

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What Teachers Should Know About Language

After reading the article “What Teachers Should Know About Language”, what are the Positives, Challenges, and Questions you still have about language acquisition?
  • Use post it notes to put up responses to the PCQ.

  • Every participant must post at least one response and be ready to explain it.

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Click here to download a copy of your own PCQ chart.

PCQ chart and other graphic organizers

Help! My Kids Don't All Speak English

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Teaching Language- Chapter 1

After reading Chapter 1, make a non-linguistic representation of the following:

  • Group 1: what learning is in a language workshop (p. 5)
  • Group 2: what children are in a language workshop (p. 5)
  • Group 3: what teachers are in a language workshop (p. 5)

Be ready to share and explain your non-linguistic representation with the entire group.

Understanding Language Acquisition- Chapter 4

  • What are the factors of first and second language acquisition?
  • In your notes, create a t-chart to differentiate between L1 and L2 acquisition.

First Language Acquisition Factors

1. Parents model language in a safe and nurturing environment.
2. While developing language, children have countless opportunities to try out language, interact with speakers and receive modeling.
3. Most children develop high levels of first language proficiency.
First language acquisition is more internally motivated than second language acquisition, because an innate cognitive process is involved in learning a second language.

Second Language Acquisition Factors

1. Learners already have a language for communication and thinking.
2. Peers and teachers are models for language.
3. Learners can transfer thought processes from one language to another.
4. Learners can code switch, using key phrases in one or the other language to communicate greater meaning than if they relied only on one language.
5. Second language acquisition is extremely affected by sociocultural factors, and more externally motivated than first language acquisition.
6. Many learners do not acquire a high level of second language proficiency.
7. Learners can lose a second language if they don't use it.
Interactive T-Chart

Click here for an interactive t-chart.

Carousel Brainstorming

-Divide into 4 groups:
  • Group 1: Stages of Language Acquisition (p. 28)
  • Group 2: Political Contexts of Language Teaching (p. 29)
  • Group 3: Know Your Students: Assessment of Acquisition (p. 31)
  • Group 4: Focusing on Students (p. 33)
-Read your section of the chapter and write any key ideas for that section on the poster for your group.

-Groups will read the remaining sections and move from poster to poster to add any additional key ideas.

Summarizing Strategies

Click here for additional summarizing strategies.

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Click here for directions on creating foldables.