XV Encuentro de SONAPLES Sociedad Nacional de Profesores de Lenguas Extranjeras en la Ense

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XV Encuentro de SONAPLESSociedad Nacional de
Profesores de Lenguas Extranjeras en la Enseñanza
Superior Universidad Católica de la Santísima
Concepción, Chile Enero 2006

• El rol del profesor de lenguas extranjeras en el
  siglo XXI nuevos enfoques, formación docente y
  redes de profesores

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Linguistics and EFL teacher education Issues
and Answers

• M. Karen Jogan, Ph.D.
• kjogan_at_alb.edu

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Standards

• Standards for Education Programs
• Pennsylvania Department of Education
• NCATE
• National Council for Accreditation of Teacher
  Education
• INTASC
• Interstate New Teacher Assessment and Support
  Consortium
• ISTE
• International Society for Technology in Education

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Standards

• Standards for Teachers of Foreign Languages
  (skills, content)
• American Council on the Teaching of Foreign
  Languages (ACTFL)
• State Departments of Education
• Often require content tests from Educational
  Testing Service
• May require skills tests from ACTFL

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Curriculum in Foreign LanguageTeacher
Preparation Separate Components
Content in FL Language Literature, Culture, etc.
Education Psychology
Methodology of Teaching FL
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Curriculum in Foreign Language Teacher
Preparation Integrated Components
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The challenge..

• How can we all row in the same direction?
• How can we all work toward meeting the same
  goal(s)?
• How can our teacher education programs
  demonstrate that preservice teachers are meeting
  program goals?

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Knowledge vs. Performance

• Awareness
• Application

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Evidence that program goals are met

• Products created by preservice teachers
• Performance of preservice teachers

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What about Linguistics?
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Issues

• Why study linguistics?
• How can resistance to linguistics be addressed?
• How can linguistics be integrated into EFL
  teacher preparation?

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Issues

• How can knowledge from linguistics inform
  teaching?
• Awareness vs. Application
• What can EFL preservice teachers produce to
  demonstrate that they can apply linguistics
  principles to their teaching?

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• Gaps in preparation?
• Resistance?
• Lack of connection with other courses in the
  program?

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How can resistance be addressed?

• Provide future teachers with linguistics concepts
  
• Provide future teachers with opportunities to
  create tools to use in the classroom (activities,
  lesson plans)

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Moving from Awareness to Application

• Awareness
• Which tasks raise preservice teachers awareness
  of language?
• Application
• Which tasks allow preservice teachers to apply
  linguistic concepts and to develop teaching and
  assessment materials for their own classrooms?

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Application

• What can the preservice teacher DO with knowledge
  of linguistics?

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Linguistics Awareness and Application

• Phonetics and Phonology
• Morphnology
• Syntax
• Semantics
• L1 and L2 acquisition
• Dialectology
• History of Language
• Orthography

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Phonetics and Phonolgy

• Awareness
• Listen to EFL students pronunciation.
  Categorize patterns.
• Application
• Create assessment tool to elicit and evaluate
  pronunciation of EFL students. Develop exercises
  to teach phonemes and allophones.

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Phonetics and Phonology

• Awareness
• Review a written dictation of an ESL student.
• Categorize errors and patterns in the dictation.
• Does L1 account for any errors?
• Application
• Prepare an activity to help students contrast
  sounds in L2 and L1.

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Morphology

• Awareness
• Collect words in content areas. Analyze by
  category of word creation.
• Application
• Create a vocabulary building game using roots,
  prefixes, suffixes.
• Create a vocabulary building activity
• Adjective ? adverb
• Verb ? noun, etc.

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Morphophonemics

• Awareness
• Listen to an audio clip. List plural nouns.
  Listen again, and transcribe plural markers.
  Write a rule to explain when you hear s z
• Application
• Create a mini-lesson to help English students
  practice plurals. Practice the rule with a
  student. Reflect on your results.

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Morphophonemics

• s z

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Syntax

• Awareness
• Analyze an ESL students speech for syntactic
  errors.
• Application
• Using a book such as Celce-Murcias ESL Gramar
  Book, identify a structure appropriate for
  instruction with this learner. Create a lesson
  for the learner.

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Semantics

• Awareness
• The chicken was too hot to eat
• Identify sentences with structural ambiguities
  (deep vs. surface structure)

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Semantics

• Awareness
• Analyze jokes or cartoons from The New Yorker for
  sources of semantic humor.
• Application
• Create a class activity for students to
  illustrate the literal and figurative meaning of
  idioms.

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• Up a creek without a paddle

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Semantics

• Awareness
• Identify semantic errors in EFL student writing
  sample.
• Application
• Create a graphic mapping activity for students to
  brainstrorm vocabulary for assignments.

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• Awareness
• Given a text, identify true, partial, and false
  cognates.
• Application
• Create a reading activity from a news article
  that focuses on cognates

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Pragmatics

• Awareness
• Provide an audio or video clip in which students
  can identify language functions (persuade,
  complain, greet, etc.)
• Application
• Create a role play for students to act out
  functions in a context.

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Pragmatics

• Awareness
• Analyze a video clip of an EFL lesson for
  organization, feedback, signals for transitions.
• Application
• Present an English lesson, with focus on
  classroom language for organization, feedback,
  signals for transitions.

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L1 Acquisition

• Awareness
• Record a childs speech in L1. What patterns
  characterize this childs speech?

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L2 Acquisition

• Awareness
• When you studied L2, was the method consistent
  with a learning view or an acquisition view?
  Explain.
• Application
• Identify lessons that promote acquisition of
  language.

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History of English language

• Awareness
• In written passage, identify words that have
  undergone sound change but that retain spelling.
• Use an English-English dictionary to study words
  and their etymology.
• Application
• Develop a lesson to integrate cultural heritage
  as evidenced in words borrowed into English.

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Dialectology

• Awareness
• Listen to a recording of Robert Frost reading a
  poem. What patterns are in his dialect?
• Read a short text from Mark Twain to recognize
  eye dialect
• Compare sound patterns in US and UK dialects.
• Application
• Create a mini-lesson to describe patterns in a
  spoken or written dialect.

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Orthography

• Awareness
• What words are spelled alike that share meaning?
  What pairs that share meaning differ in
  pronunciation?
• Sign/ signature
• Bomb/ bombard
• Examine texts published in the US and the UK.
  Compile a list of spelling differences noted.

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Orthography

• Application
• Debate pro and con
• The English spelling system should change to a
  system that reflects sound-symbol correspondence.

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Integrative projects

• Application
• Select a content text in spoken or written
  English to be used by EFL students
• Analyze the linguistic features that make it
  difficult
• Create supplementary materials to assist student
  in comprehending text (margin notes, glosses,
  mini-lessons for grammatical structures)

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Integrative projects

• Application
• Select a chapter in an EFL coursebook.
• Consider aspects studied in Linguistics.
• How are these reflected in the instructional
  materials?
• Write lesson plan(s) to enhance the presentation
  of one or more of the areas presented in the
  chapter.

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The Thinker Awareness
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Benjamin Franklin Application
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References

• Adger, C., C. Snow D. Christian (eds). (2002).
  What teachers need to know about language.
  McHenry, Ill. Delta (CAL).
• Andrews, L. (2001). Linguistics for L2 teachers.
  Mahway NJ Lawrence Erlbaum Associates.
• Celce-Murcia, M. Diane Larsen-Freeman. (1999).
  The grammar book an ESL/EFL teachers course,
  2nd ed. Boston Heinle Heinle.
• Ellis, Rod (2003). Task based language learning
  and teaching. Oxford Oxford University Press.
• Freeman, D. Y. Freeman (2005). Essential
  Linguistics what you need to know to teach.
  Portsmouth, NH Heinemann.

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• Hatch, E. C. Brown (1995). Vocabulary,
  semantics, and language education. Cambridge
  Cambridge University Press.
• McCarthy, M. (2001). Issues in applied
  linguistics. Cambridge Cambridge University
  Press.
• Micheau, C. D. Godfrey (2005). Lighting a
  linguistic fire for teachers. Presentation,
  TESOL International, San Antonio Texas
• Morris, L. (2003). Linguistic knowledge,
  metalinguistic knowledge and academic success in
  a language teacher education programme. Language
  awareness 12 109-123.
• Swan, M. B. Smith (eds) (2001). Learner
  English a teachers guide to interference and
  other problems, 2nd ed. Cambridge Cambridge
  University Press.