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Professional Development
EAL/D Learners
Amy Freeman
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What is an EAL learner?
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Socio-cultural knowledge
Why is this important?
questioning techniques to
gain information
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Socio-cultural knowledge
What must educators know?
possible trauma
student motivation
eye contact
body language
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Learning a first language
Theories
Constructivist
Function/Usage Based
Socio-pragmatic
Nativist
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Learning a first language
Language as interaction
progression to babbling
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Learning a first language
Cambournes Conditions for Oral Language
Development
Immersion
Demonstration
Use
Feedback
Responsibility
Approximation
Expectation
Engagement
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Learning a second language
Second Language Learners must learn:
new vocabulary
new rules
written code
new script/alphabet
context variation
understanding/expressing meanings
Attitudes
which is shown as
Motivation
Learning opportunities
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Learning a second language
Cognitive and affective factors
Cognitive Factors
intelligence
language aptitude
language learning
Affective Factors
attitudes
purpose
simultaneous language
acquisition
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Learning a second language
How do L2 learners learn a second language?
language use
peer interaction
collaborative learning
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Learning a second language
First Language Maintenance
interaction
explicit instruction
demonstration/modeling
structure
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Activity Example #1
Cinema Schedule
Function: Students will ask open and closed questions to complete
the cinema sessions schedule.
+Activity Example #1
Cinema Schedule
Structures:
What time is [Zootopia] on at?
Is Kung Fu Panda on after [Zootopia]?
What movie is the last to finish?
What movies are on before [The Good Dinosaur]?
Does [Inside Out] finish before [Kung Fu Panda] does?
Task outline:
Student A will have a copy of the cinema sessions schedule with 5-10
pieces of information missing (depending on year level and ability).
Student B will also have a copy of the cinema sessions schedule with 510 different pieces of information missing to Student A (depending on
year level and ability).
Student A and B will have to ask each other open and closed questions to
fill in the missing information on their schedule.
To ensure that students are not constantly using closed questions,
students will have to roll the dice which has closed/open written on it and
they must use whichever they roll.
Students will take turns doing this until their schedules are both
complete.
+Activity Example #2
Object Assembly
Function: Students will give clear instructions using language
features such as verbs, adjectives etc.
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Activity Example #2
Object Assembly
Structures:
The [yellow] piece should go on top of the [red] piece.
Put the [blue] piece on the bottom first.
Does the [red] piece go on top or below this?
Can you please repeat that instruction?
Task outline:
Student A will have a photograph of a construction while Student B will
just have the materials necessary (difficulty varies depending on year
level).
Student A will provide instructions to Student B on how to assemble
the image shown.
Student A will have to use language features to give a clear indication
eg. adjectives, verbs etc.
Student B will have to ask clarifying questions to ensure they are on
the right track.
Continues this way until the object is fully assembled correctly
matching the photograph provided to Student A.