Dear Students
These are the groups for the presentations about Learning Strategies.
learning strategies: Hernan Pertuz, Julieth Diaz, Belky Barrios, Jesus Mina, Nestor Delgado.
Communication strategies: Elixandra Morelo, Alexandra Escudero, Lila berrio, Julieth Cohen, Karen Roncallo.
Compensatory strategies: Milena Galarcio, Ana Milena Chica, Maria Carolina Brunal, Erika Rambauth, Mayra Quintero.
Avoidance strategies: Leiber Pereira, Oscar Higuita, Julio Rangel, Elkin Acosta, Samia Arrieta, Jacklyn Muñoz.
Strategy Instruction: Danilo Jimeno, Mario Villadiego, Karina Puche, Liliana Rivera, Javier Arizal, Juan David Gomez.
See you on Tuesday and Be ready to do your presentations.
sábado, 14 de mayo de 2011
viernes, 18 de marzo de 2011
REMINDER!
Dear Students
I just want to remind the groups who are going to present next Tuesday about their topics and about the presentation they should have with me before the presentation in front of the class.
COGNITIVE CONSIDERATIONS
GROUP A: HUMAN COGNITION, PIAGET STAGES OF DEVELOPMENT.
GROUP B: EQUILIBRATION, ROTE AND MEANINGFUL LEARNNG.
AFFECTIVE CONSIDERATIONS
GROUP A: EMPATHY, SELF ESTEEM, EXTROVERSION, INHIBITION, LANGUAGE EGO, PEER PRESSURE (KAREN´S GROUP)
GROUP B: MOTIVATION (TYPES OF MOTIVATION), ANXIETY, ATTITUDES, ETHNOCENTRISM, SECOND IDENTITY. (Julieth´s group)
LINGUISTIC CONSIDERATIONS:
GROUP A: BILINGUALISM, INTERFERENCE BETWEEN FIRST AND SECOND LANGUAGES (ERIKA´S GROUP)
GROUP B: INTERFERENCE IN ADULTS, ORDER OF ACQUISITION.
Hope you enjoy the long weekend!
I just want to remind the groups who are going to present next Tuesday about their topics and about the presentation they should have with me before the presentation in front of the class.
COGNITIVE CONSIDERATIONS
GROUP A: HUMAN COGNITION, PIAGET STAGES OF DEVELOPMENT.
GROUP B: EQUILIBRATION, ROTE AND MEANINGFUL LEARNNG.
AFFECTIVE CONSIDERATIONS
GROUP A: EMPATHY, SELF ESTEEM, EXTROVERSION, INHIBITION, LANGUAGE EGO, PEER PRESSURE (KAREN´S GROUP)
GROUP B: MOTIVATION (TYPES OF MOTIVATION), ANXIETY, ATTITUDES, ETHNOCENTRISM, SECOND IDENTITY. (Julieth´s group)
LINGUISTIC CONSIDERATIONS:
GROUP A: BILINGUALISM, INTERFERENCE BETWEEN FIRST AND SECOND LANGUAGES (ERIKA´S GROUP)
GROUP B: INTERFERENCE IN ADULTS, ORDER OF ACQUISITION.
Hope you enjoy the long weekend!
martes, 15 de marzo de 2011
NEUROLOGIC CONSIDERATIONS
Dear Students
Here I have some questions about the topics that were presented during today´s session:
How do Genie´s and Jim´s stories credit or discredit the critical period hypothesis?
video about Genie
http://www.youtube.com/watch?v=bWzO8DtRd-s
http://www.youtube.com/watch?v=thIDCL3NClQ&NR=1
Video about Jim
http://www.youtube.com/watch?v=LUq66tkNjKU
How does brain lateralization support teh critical period hypothesis?
Why and how does the right hemisphere of the brain participate in second language acquisition?
Remember that next class we will have presentations about the cognitive, affective and linguistic considerations in Language acquisition. The groups from the affective considerations haven´t been given teh topics yet, please do so as soon as possible.
Here I have some questions about the topics that were presented during today´s session:
How do Genie´s and Jim´s stories credit or discredit the critical period hypothesis?
video about Genie
http://www.youtube.com/watch?v=bWzO8DtRd-s
http://www.youtube.com/watch?v=thIDCL3NClQ&NR=1
Video about Jim
http://www.youtube.com/watch?v=LUq66tkNjKU
How does brain lateralization support teh critical period hypothesis?
Why and how does the right hemisphere of the brain participate in second language acquisition?
Remember that next class we will have presentations about the cognitive, affective and linguistic considerations in Language acquisition. The groups from the affective considerations haven´t been given teh topics yet, please do so as soon as possible.
miércoles, 9 de marzo de 2011
presentations age and acquisition
Dear Students
Here is the link for you to get access to the presentation about Age and Acquisition
http://es.scribd.com/doc/50412208/Age-and-Acquisition
Later I´ll give you more information about the presentations, the students who are going to present on Tuesday can come to get my feedback on Monday morning.
Take care,
Here is the link for you to get access to the presentation about Age and Acquisition
http://es.scribd.com/doc/50412208/Age-and-Acquisition
Later I´ll give you more information about the presentations, the students who are going to present on Tuesday can come to get my feedback on Monday morning.
Take care,
jueves, 24 de febrero de 2011
DISCUSSION ISSUES IN FLA
Dear Students
We´ll be discussing some of the questions your partner made in their groups last Tuesday. As you answer and participate in the discussions, I will give you feedback. Remember your participation in this discussion will help you understand some of the issues in FLA.
INPUT AND DISCOURSE
1. Why is it important that adults give input to the child?
2. If a child is talking and says something in a wrong way and the father says the same sentence but in a correct form, will the child pick up the information and correct himself?
3. Do children learn the language from overhearing conversations and listening to the radio?
4. What can you infer about the phrase “questions are not simply questions”?
SISTEMATICITY AND VARIABILITY, LANGUAGE AND THOUGHT
1. Is it possible that all children learn, forget and relearn aspects of their own language?
2. Do all children follow the same route of acquisition from pivot grammar to full sentences?
5. Research has pointed to the facts that cognitive and linguistics development are inextricably intertwined, what do you think about it?
You are welcome to participate in the discussion, later I´ll be posting more questions on other issues.
We´ll be discussing some of the questions your partner made in their groups last Tuesday. As you answer and participate in the discussions, I will give you feedback. Remember your participation in this discussion will help you understand some of the issues in FLA.
INPUT AND DISCOURSE
1. Why is it important that adults give input to the child?
2. If a child is talking and says something in a wrong way and the father says the same sentence but in a correct form, will the child pick up the information and correct himself?
3. Do children learn the language from overhearing conversations and listening to the radio?
4. What can you infer about the phrase “questions are not simply questions”?
SISTEMATICITY AND VARIABILITY, LANGUAGE AND THOUGHT
1. Is it possible that all children learn, forget and relearn aspects of their own language?
2. Do all children follow the same route of acquisition from pivot grammar to full sentences?
5. Research has pointed to the facts that cognitive and linguistics development are inextricably intertwined, what do you think about it?
You are welcome to participate in the discussion, later I´ll be posting more questions on other issues.
lunes, 14 de febrero de 2011
jueves, 3 de febrero de 2011
First Language Acquisition Session
Dear Students
Next class we will start dealing with a very interesting topic: FLA.
Before we start dealing with the theories of first language acquisition I would like to ask you some questions and to debate about them here on this blog.
1. How did you learn your first langauge?
2. What do you remember learning first in your mother tongue?
3. Why are there children who take longer to speak than other children?
4. Why do children make mistakes in the mother tongue such as " i spoked to her" or "yo me pusí el vestido"?
In addition, we´ll also have the presentations about Behaviourist and Nativist Theories of First Language Acquisition Groups 1 and 2 will present about Behaviourim whereas groups 3 and 4 will present about Nativism.
Below are some of the links where you can find info about the Behaviourist Theory:
http://www.efdergi.hacettepe.edu.tr/19883MEHMET%20DEM%C4%B0REZEN.pdf
http://www.learning-theories.com/behaviorism.html
http://www.learningandteaching.info/learning/behaviour.htm
... and Nativist Theory:
http://www2.vobs.at/ludescher/Ludescher/LAcquisition/Nativist/nativist%20theory.htm
http://language11.tripod.com/id9.html
http://eslking.com/library2/collections/language/acquisition/fla/innatist_lang_theory.pdf
I also want to remind you about your homework: Present a paper in which you explain the differences between Linguistics and Applied Linguistics (SET EXAMPLES) and where you also express your ideas on how AL can help you to become a better teacher.
Next class we will start dealing with a very interesting topic: FLA.
Before we start dealing with the theories of first language acquisition I would like to ask you some questions and to debate about them here on this blog.
1. How did you learn your first langauge?
2. What do you remember learning first in your mother tongue?
3. Why are there children who take longer to speak than other children?
4. Why do children make mistakes in the mother tongue such as " i spoked to her" or "yo me pusí el vestido"?
In addition, we´ll also have the presentations about Behaviourist and Nativist Theories of First Language Acquisition Groups 1 and 2 will present about Behaviourim whereas groups 3 and 4 will present about Nativism.
Below are some of the links where you can find info about the Behaviourist Theory:
http://www.efdergi.hacettepe.edu.tr/19883MEHMET%20DEM%C4%B0REZEN.pdf
http://www.learning-theories.com/behaviorism.html
http://www.learningandteaching.info/learning/behaviour.htm
... and Nativist Theory:
http://www2.vobs.at/ludescher/Ludescher/LAcquisition/Nativist/nativist%20theory.htm
http://language11.tripod.com/id9.html
http://eslking.com/library2/collections/language/acquisition/fla/innatist_lang_theory.pdf
I also want to remind you about your homework: Present a paper in which you explain the differences between Linguistics and Applied Linguistics (SET EXAMPLES) and where you also express your ideas on how AL can help you to become a better teacher.
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