TELL 410: Understanding Language Acquisition

2.1 Vygotsky and Sociocultural Views of Education

• Your Private Theory of Teaching
  • Linda Darling-­‐Hammond: Schools for Future
  • Luis Moll: A Profession of Love
• Three Educational Approaches
  • Luis Moll: Effective Practices
  • Roland Tharp: Behaviorism Critique
  • Roland Tharp: Cognitive Theory
  • Linda Darling-­‐Hammond: Traditional Pattern
  • James P. Lantolf: Goals and Activities
  • James P. Lantolf: Focus on Activities
  • Luis Moll: Sociocultural Theory
  • Roland Tharp: Sociocultural Theory
• Sociocultural Theory
  • Roland Tharp: Learning and Social Interaction
  • Roland Tharp: Three Planes of Activity
  • Roland Tharp: Language Plays a Central Role
  • Trish Stoddart: Context and Languages
  • Roland Tharp: Learning and the ZPD
  • Luis Moll: Advanced Learning Environment
  • Jean Cladinin: Start with Your Theory

2.2 Second Language Acquisition: Communication, Pattern, and Variability

• Ready to Learn
  • Nancy Cloud: Classroom Diversity
  • David Corson: Role of Language
  • David Corson: Discourse Shapes
  • Fred Genesee and David Corson: Language Priorities
  • Montage of Experts: Teacher Preparation Issues
  • Lily Wong Fillmore: Three Components
• Focus of Communication
• Focus of Pattern
• Focus of Variability
• Conclusion

3.1 Inclusive Pedagogy as a Tool

• Five Characteristics
  • Kathy Carter: Teacher Knowledge
  • Nancy Clair: Teacher as a Researcher
• Public Theory
• Collaboration
  • Jana Echevarria: Work with Peers
  • Margarita Calderon: School Community
• Definitions
  • Linda Darling-­‐Hammond: Powerful Teaching
  • Priscilla Helm Walton: Genuine Interests
• Needs
  • Vivian Zamel: Learned When Meaningful
  • Jill Franklin: My Observations
  • Paul Ammon: Developmental Scientists
  • Bernard Spolsky’s Question

3.2 My Teaching is a Work in Progress

• Rationale for Collaboration
  • B. Kumaravadivelu: Professional and Personal Knowledge
  • Henry Widdowson: Teachers Act Locally
  • Carolyn Temple Adger: Impact on Practice
  • Margarita Calderon: History of Classroom
• Student Work
  • Eugene Garcia: Knowing a Child
  • Carolyn Temple Adger: Student Work
  • Gail Weinstein: Assume Nothing
• Teacher Work
  • Maggie Hawkins: Pedagogy
  • Fred Genesee: Language Development
  • Carol Lynn McConnell: Individual Differences
  • Lydia Stack: Teacher Work

4.1 Current Realities for Second Language Learners: Programs and Practices

• Student and Teacher Examples
• What Exists
  • Corson, Cummins, and Genesee: Maintain First Language
  • Richard Tucker: Why Bilinguality?
  • Richard Tucker: Local Considerations
  • Dale Porter: Program Decisions
  • Steve Giles: Implementation
  • William Eggington and Kenji Hakuta: Language Policy
• A Teacher’s Commitment to ESL Students
  • Donald Freeman: Teaching/Learning Relationship
  • Roland Tharp: Classrooms of the Common Tradition

4.2 Content-­‐Area Literacy in Second Language Acquisition

• Improving Quality of Collaboration
  • Maggie Hawkins: Convince People
  • Melvin Luthy: Knowledge of English
• Knowing and Talking About English
  • Donna Christian: Teachers Need to Understand
  • Yvonne Freeman: No Single Solution
• Core Concepts of SLA
• Communication
  • Elizabeth Bernhardt: History
  • KeikKoda: Memorizing
  • Else Hamayan: Dividing It Up
  • Sandra Savignon: Focus on Meaning
  • Communicative Competence: Examples
• Pattern
  • Richard Young: Systematic Errors
  • H. Douglas Brown: Reflects Development
• Variability
  • Diane August: Individual Differences
• Three Areas of Research

5.1 Input: Student Work

• Inclusive Pedagogy and Input
  • Eugene Garcia: Instructional Zone
• Comprehensive Input
  • Montage of Students: Students’ Questions
• Student Work
  • Annela Teemant: Cognitive
  • Elaine Tarone: Linguistic
  • Cheryl Brown Mitchell: Social
  • Cognition and Language Processing Model
  • Ray Graham: Comprehensible Input
  • Susan Gass: Comprehended Input
  • Gabriela Kasper: The Noticing Hypothesis
  • Ray Graham: Teachers’ Role
  • Zoltan Dörnyei: Negotiation of Input
• The Input Principle

5.2 Input: Teacher Work

• Principle of Input
• The Gass and Ellis Model
  • High School ESL Student: Example
  • H. Douglas Brown: Automaticity
• Relation of Teacher and Student Work
  • Ray Graham: Adjust Teacher Talk
  • JoAnn Crandall: Adaptations That Work
  • Jean Zukowski-­‐Faust: Wait Time
  • Ray Graham: Contextualize Language
  • Mary Ann Christison: Brain Connection
  • Trish Stoddart: Time for Contextualization
• Task of Vocabulary Development
  • Cheryl Brown Mitchell: 5 Steps
  • Jill Franklin: Example
  • Cheryl Brown Mitchell: Vocabulary Learning
  • Dee Gardner: Levels of Vocabulary
  • Teacher Work: Input

6.1 The Role of Interaction in Language Development

• Teachers Monitor the Complexity of Language
• Interactional Modifications
  • Nina Spada: Negotiating Meaning
  • Sandra Savignon: Communicative Competence
  • Claire Kramsch and Elaine Tarone: Co-­‐Construction
  • Susan Gass: Negotiating
  • James Lantolf: Constructed Proficiency
• Comprehensible Output
  • Nina Spada: Swain’s Hypothesis
  • Nina Spada: Teacher Support
• Interaction Intimidating
  • Montage: Examples and Skills
• Teacher Work
  • Maggie Hawkins: Skill-­‐Getting
  • Paul Ammon: Safe Environment
  • Opportunities for Authentic Interaction
  • Jana Echevarria: Skill-­‐Getting
  • Judit Moschkovich: Goals for Language
• Guiding Principles
  • Courtney Cazden: Pay Attention

6.2 Classroom Parables of Cultural Interaction Patterns

• Content-­‐Area Literacy and Interaction
  • Roland Tharp: Classroom Patterns
  • Montage of Educators: Stories
• Students’ Stories
  • Courtney Cazden: Teacher as Stranger
  • Roland Tharp: Patterns of Activity
  • Stefinee Pinnegar: Expert and Novice Differences
  • Carol Lynn McConnell: Advocacy
• Epics of Humor and Conflict
  • Cynthia Ballenger: Differences in disciplining
  • Roland Tharp: Age Group Interaction
  • Enique Trueba: Definitions of Success
  • Norma Garcia Bowman: Cooperative Orientations
  • Roland Tharp: Gender and Autonomy
• Teacher’s Role
  • Peggy Estrada: Multicultural Space
  • Richard Ruiz: Moral Obligations

7.1 Pattern: Stages of Development

• Essential Policy
  • Robert Kaplan: Teacher Advocacy
  • Development Process
  • Sylvia Saldaña: Silence
• Concept of Pattern
• Route, Rate, and Ultimate Success
  • Cheryl Brown Mitchell: Errors Systematic
  • Susan Gass: Interlanguage
  • Nina Spada: Teachability Hypothesis
  • Diane Larsen-­‐Freeman: Teacher Respond
  • Joy Reid: Teachability Hypothesis
• Language Learning Is Dynamic
  • Cheryl Brown Mitchell: Formulaic to Patterned
  • Elaine Tarone: Pattern of Progress
  • Route, Rate, and Level of Success
  • B. Kumaravadivelu: Accuracy/Fluency
• Developmental Orders in Second Language

7.2 Pattern: Errors and Feedback

• Errors: Signs of Learning
  • Diane Larsen-­‐Freeman: Performances as Windows
  • Nina Spada: Language Learning Is Not Linear
  • Elaine Tarone: U-­‐Shaped Pattern of Learning
  • Diane Larsen-­‐Freeman: Hypothesis Testing
  • KeikKoda: Transfer
  • Richard Tucker: Transfer of Learning
  • Montage: Teacher Intervention
• Feedback
  • B. Kumaravadivelu: Balance
  • Susan Gass: Feedback Mismatch
  • Appropriate Feedback
  • Fode Doumbia: Feedback Advice
  • Elizabeth Bernhardt: Advice
• Vocabulary
  • Cheryl Brown Mitchell: Context
  • Cynthia Ballenger: Context
  • Cynthia Ballenger: Concept or Word
• Errors as Evidence

8.1 Variability: Individual Differences

• SLA and Variability
  • John Schumann: Variability
  • Principles of Proficiency and Performance
  • Nancy Cloud: Starting Places
• Spolsky’s Model
  • Darlene Ackerson and William Eggington: Social Context
  • Bonnie Britton: Learning Opportunities
  • Mary McGroarty: Attitudes
  • Zoltan Dörnyei: Motivation
• Personal Characteristics
  • Catherine Snow: Adult or Child
  • Rebecca Oxford: Good Language Learner
  • John Schumann: Right Way to Teach
  • Gail Weinstein: Diversity of Learning Preferences
  • Lydia Stack: Transferable
  • Spolsky’s Complete Model

8.2 Variability: Proficiencies and Performances

• ESL Goals
  • Rebecca Oxford: Good Language Learner
• Judgment and ESL Standards
  • Deborah Short and Else Hamayan: Standards
• Social Settings
  • AmadPadilla: Safe Times
  • Diane August: Shy
  • Maggie Hawkins: Scaffold
  • Catherine Snow: Rich Semantic Context
  • Jean Zukowski-­‐Faust: Relevance
• Achieve Academically
  • Margarita Azmitia: Friends
  • Judit Moschovich: Quietness and Judgement
  • Jane Zuengler: Margins
  • Ann Johns: Culture of Personal Writing
  • Luis Moll: Starting Point
• Social and Cultural Appropriateness
  • Margie Burns and Zoltan Dörnyei: Sociolinguistic Appropriateness
  • Sherrie Sellers and Norma Garcia Bowman: The Social Scene
• Students’ Performance on the ESL Goals

9.1 Classroom Strategies: Action as Advocacy

• Introduction
• Accountability
  • Bonnie Brinton: Culture of the Classroom
  • Nancy Cloud: Celebrate Learners
• Individual Differences
  • Yvonne Freeman: Teacher Actions
  • Henry Widdowson: Teacher and Learner Roles
  • Trish Stoddart: Most Important Strategies
• Classroom Strategies Effective