Learning/word recognition view | Acquisition/Sociolinguistic view |
Reading · Belief that written language must be learned · Uses phonics rules to sound out a word · Memorizes a list of sight words that do not follow the rules · Sometimes use structural analysis to read longer words · Pre-teaches vocabulary · Requires words be recoded from written language into a word that the students are already supposed to have in the oral language. · Readers are focused on identifying individual words · Might pre-teach words too difficult to sound out | Reading · Believe that written language is to some degree innate and can be acquired · Reading is a process of constructing meaning · Uses graphophonics as one of three language cueing systems to gain meaning · Readers use background knowledge, and all three cueing systems to make meaning · Believes vocabulary will be acquired through reading. · Readers are focused on making meaning · Most reading is done silently · Teach comprehension strategies to use during silent reading |
Writing · Writing is like reading and must be directly taught. · Goal is to learn how to produce a good piece of writing · Directly instructs students in how to form letters, then words, then how to combine words into sentences, then sentences into paragraphs · Teacher corrects piece of writing · This approach can help students perform well on typical tests of writing · Teachers emphasize importance of correct handwriting, spelling, punctuation, and organization. · Handwriting and spelling are major components of writing program | Writing · Writing is like speaking and reflects the language competence an individual has acquired. · Goal is to learn how to produce good writing AND acquire knowledge of the writing process · Create conditions for authentic writing · Helps students express themselves in writing · Peers and teacher respond to drafts of writing · Teachers set aside time on a regular basis for students to write. · Teachers help students focus on content of writing, not just form. · Teachers believe that writing will move from individual inventions to conventional forms over time. |
Second language development · Teachers teach each part of the language directly and systematically · The goal is to produce students who speak and understand the language · Students learn language through drills and exercises lead by teacher. · Teacher correct errors to help students produce good language habits. | Second language development · Teachers believe that students should be able to understand, speak, read, and write the language in different settings. · The goal is to enable students to use language for a variety of purposes. · Teacher use techniques such as gestures, pictures, realia, or reading a book with a predictable pattern and clear pictures of key words to help students acquire language. · Students begin learning a language by listening and reading to gain receptive language and eventually move to speaking once some language has been acquired. · Teachers help students say what they want to say while allowing them to make and correct their own errors. |
Krashen’s Theory of Second Language Acquisition · In a learning classroom, learning is a conscious process that involves studying rules and vocabulary · Students learning a form may have difficulty using the language later because the language has not been acquired into their long term ability to use the language. | Krashen’s Theory of Second Language Acquisition · In an acquisition classroom, students acquire language subconsciously; they develop language through experiencing language · Acquisition is what allows a native-language speaker to tell when something does not sound right. · Students acquire language when they receive input that is slightly beyond their current level, but is still comprehensible · Boredom and anxiety can act as blocks for students acquiring language. |
References
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. NH:Heinemann
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