Vocabulary

Part 1

Negative Cultural Diversity- When peoples and cultures don’t understand other peoples and cultures and are consequently suspicious and untrusting of outsiders.

Stereotype- An inaccurate generalization made about a group of people that perpetuates negative feelings and misunderstandings about that group.

Sociotyping- An accurate generalization made about a culture or group of people. This type of generalization is not harmful to the way the culture is views.

Assimilation- The process of adopting the cultural views of the surrounding majority. To be absorbed into mainstream culture.

Acculturation- Adapting to fit in with a majority culture by borrowing different cultural traits from it. I look at this as being like assimilation, but less intense.

Deep Culture- How individuals act with one another within their own culture. These interactions include a variety of values and habits that define a culture from the inside out.

Surface Culture- The shallow aspect of a culture. This is more obvious to outsiders and often leads to generalizations made about a culture that do not take into account the inner workings of the culture.

Ethnocentrism- The belief that an individual’s culture is better than other cultures and that all other cultures are centered around one’s own.

High-involvement- Individuals are labeled this when they are more interruptive and talkative with regard to conversation. These individuals are generally more comfortable with conflict as well.

High-considerateness- Individuals are labeled this when they prefer to listen to everything a speaker has to say before speaking themselves. These speakers are less likely to get into heated arguments and debates.

Low Context Culture- Much of the information conveyed in conversation is spoken. Little is left to gestures and pre-existing knowledge about cultural awareness and cues. More left brain oriented.

High Context Culture- Much of the information presented in a conversation is encoded in the pre-existing knowledge of the speaker. This knowledge is based in cultural awareness and deciphering cultural cues. More right brain oriented

Field Dependent Learners- These learners prefer an environment where they can interact and work with others on a project or problem. These learners typically come from a family atmosphere that is more interactive.

Field Independent Learners- These learners are more analytical and independent. They are more apt to work on their own and comfortable with leadership roles.

Part 4

Process Writing- A way of teaching writing that focuses on the development of the author's ideas and voice, rather than the immaculacy of the end product. Students are driven to develop their knowledge of the material as well as how they percieve this knowledge. This method utilizes free writing techniques like journaling and brainstorming.

Observations- These can range from a formal rubric style checklist to a very informal observation in which the teacher simply observes the student during an activity that involves the target language. There are many ways to observe. Whether creating running records of a student's responses during an activity, or ranking a students levels of comprehension, fluency, vocabulary, etc. some simple guidelines are always used. Observations should contain information about informal talk, reporting, discussing, debating and reflecting, as well as information about a student's proficiency with phonology, morphology, syntax and semantics.

Language Functions- Language learners must not only develop their knowledge about vocabulary and grammar, but how the language is used in different settings. This includes knowledge about how to use language in formal and informal settings. For example, would the student write a letter in the new language the same way that they would write an essay? This is why cultural awareness goes hand in hand with the acquiring of a new language. As new language learners learn more about how to speak a language they need to learn more about when and why the language is spoken in certain ways.

Anecdotal Observations- A teacher simply observes and records a student's use of the target language during a structured activity. These observations are meant to give teachers material to reflect on when analyzing a student's proficiency with the language. They are highly customizable, and should reflect the teacher views as significant with regard to a student's language development.

SOLOM- Student Oral Language Observation Matrix- This is essentially a rubric for analyzing the spoken language of an individual. This analysis encompasses a five point scale for each of the following categories: comprehension, flueny, vocabulary, pronunciation, and grammar. The point system starts at one, which is a very limited, almost nonexistent use of the target language, to a five, which is a very proficient and praticed use of the target language.

Strategies and Skills- There were many strategies and skills listed in the chapters in Part 4. Each of these chapters encompassed a different aspect of language (listening, speaking, vocabulary, reading, and writing). I found that there was a common element in which I could generalize all of the effective skills and strategies that would be useful for teaching second language learners. This generalization applies to all of teaching as well. As teachers, we should all strive to make the information we are trying to teach as meaningful as possible by providing interesting, relevant, diverse, and contextualized instruction.

Six Traits
1. Pronunciation is key, for it allows the student practice in saying a word as well as gives the brain the opportunity to memorize the word in another way.

2. Students should learn vocabulary that is not similar in form. If the words are similar in form but have meanings that are not related, than language learners are more likely to get confused.

3. Studying is short intervals is more efficient than studying over long periods of time. Short intervals keep the mind engaged and offer separate more meaningful moments for students to review and study.

4. Vocabulary should be studied in groups of five to seven words. These short lists are less intimadating and offer students more time to study each word.

5. Associating vacabulary with real world concepts and images helps students remember them better. This strategy engrains a deeper mental processing than simple memorization.

6. Once a word is learned it is important to elaborate on the word. Language learners benefit from making connections with words. What part of speech is it? What words are related to it? Why?

Part 3

Integrated Language Approaches
Experiential- Action on the part of the language learner is linked to knowledge creation. This approach focuses on activity, reflection, and application. Learning becomes adventurous and students are more responsible for taking knowledge from their experiences. Knowledge is acquired, not memorized.

Content Based- More traditional classroom methods are employed in this approach. The language is taught right along with the content that is being taught in other subject areas. The idea is that the material being learned in science, social studies, etc. will give context to the language being taught and, therefore, make learning the language more meaningful.

Sheltered English- Instruction for language learners is entirely in english. The use of english is simplified at first and scaffolding is used to introduce new words and concepts within the context of subject material. English learners are immersed in the language, but provided with support.

LEA- Language Experience Approach- Students experience something as a group and then reflect on that experience. The summaries and reflections of the students are dictated by the teacher and then used for instruction. The dictated words of the students are an excellent teaching tool. The students relate more to the words and understand how they were used. Students are much more capable of learning about punctuation, grammar, reading, and writing through words that are their own. This method builds on social, cultural, and linguistic context.

MI- Multiple Intelligences- Language instruction must take into account Gardner's multiple intelligences. A truly integrated instructional approach would include linguistic, logical/mathematical, spacial/visual, kenisthetic, musical, interpersonal, intrapersonal, and naturalistic learning opportunities. With regard to linguistic intelligence, which is perhaps the most relevant here, a teaching should consider how best to instruct in listening, speaking, reading, writing, and vocabulary skills. Meaningful strategies that could help linguistic development are oral reports, casual conversations, and dialogues.

Part 2

Acquisition Theories

Behaviorist- Learning is based on observable data. A stimulus is introduced, which yields a response, which is in turn reinforced or not. A very scientific, extrinsic way of looking at acquisition.

Innatist- Children have a language acquisition device. They develop a grammar template at an early age, then adapt and change this template as new information is entered into it.

Interactionist- Language is largely dependent on social interaction. However, this theory does not overlook the biological factor, for it credits nature and nurture as being responsible for language acquisition.

Second Language Acquisition

Krashen Model- Five Hypotheses

The Acquisition vs. Learning hypothesis- Acquisition is an informal, unconscious, implicit process, while learning is viewed as formal, conscious, and explicit. Acquisition is viewed as better, for it is more meaningful, but the significance of more formal learning is not overlooked.

Natural Order Hypothesis- Four stages. 1. A silent stage, in which a new language learner simply sits back and observes. 2. Early production marks the first efforts of experimentation with a few words spoken. 3. Speech emergence is marked by the use of short sentences. 4. Intermediate fluency is when learners begin to use more complex sentences.

Monitor Hypothesis- Language is self monitored. Learners need to: learn the rules of the language, reflect on it as they practice and discover their mistakes, focus on correct form, and have knowledge of how to apply the rules.

Comprehension Hypothesis- Material that is presented is a little beyond the comprehension of the students. The comprehensible material should be presented in a way that is not purely language based. In other words, integrate other instructional strategies.

Affective Filter Hypothesis- Focuses on the socio-emotional experience of the language learner. A low anxiety learning environment is optimal.

ESOL Methods

Grammar-Translation- A relic from the times when the wealthy and powerful were the only ones learning other languages. This method focused on rote memorization of vocabulary and grammar rules, with no emphasis on learning to speak the language.

Direct- The target language is spoken 100% of the time. Learners are shown models and visuals to help them make sense of the material. The language is learned in context of the cultures that it is spoken in as well.

Audio-Lingual (ALM)- Learners practice dialogues and memorize vocabulary. The dialogues show how the language is used and it is believed that learners can then take their practice speaking them and apply rules in broader ways. The hope was that learners would form habits by actually speaking.

Suggestopedia- Great effort is spent in making the classroom a comfortable, unformidable place. The native language is allowed during this instruction and the atmosphere is very encouraging. Drama, songs, and games provide an even more comfortable environment.

The Silent Way- A more student-centered approach in which the teacher remains silent as much as possible. The teacher does facilitate by modeling. Learners are meant to listen intensively.

Total Physical Response- Creates in environment where students learn through physical and mental engagement. Has a lot to do with verbal commands that provoke some kind of movement.

Natural Approach- In class instruction is centered around communication activities, not grammar lectures. Students are given the opportunity to acquire rather than forced to do. Also, when grammar is taught it should be taught in context. This approach also utilizes some TPR and visuals for better understanding.

Communicative Approach- Activities should involve communication, tasks and meaningful use of language that promotes the acquisition of the target language.

Communicative Teaching Language Principles- Great emphasis is put on meaning or making information significant to learners. Additionally, the new language is always put into a context the students understand. Grammar and vocabulary are taught a little, but the emphasis with this strategy is put on communication. It is important for learners to struggle to communicate, but help should be given when necessary and use of the native language is ok. Students should understand that they may need to use trial and error to figure things out.