SIMiLLE Workshop L2 Pedagogical Principles

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SIMiLLE WorkshopL2 Pedagogical Principles

• Adela Gánem-Gutiérrez
• University of Essex
• 19th June 2009

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Session overview
Underlying assumptions
Learning theories
Pedagogical principles
Towards a pedagogical framework for SIMiLLE
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Underlying assumptions

• What do we know about second/foreign (L2)
  language learning?
• What exactly does the L2 learner come to know?
• How does the learner acquire L2 knowledge?
• Why are some learners more successful than others?

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Underlying assumptions

• What exactly does the L2 learner come to know?
• A system of knowledge about an L2
• How to encode particular concepts in the L2
• Pragmatic competence
• Means for using the L2 in communicative
  activities
• Communicative competence

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Underlying assumptions

• How does the learner acquire L2 knowledge?
• Innate capacity
• Application of prior knowledge
• Interaction
• Restructuring of the L2 knowledge system
• Mapping of relationships or associations between
  functions and forms
• Automatization

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Underlying assumptions

• Why are some learners more successful than
  others?
• Social context
• Social experience
• Age
• Aptitude
• Motivation
• Instruction

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Learning theories
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Pedagogical principles
Automaticity

• Cognitive
• Affective
• Linguistic

Meaningful learning
Motivation
Identity
Risk taking - confidence
Language-culture connection
Native language influence
Systematicity
Communicative competence
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Towards a pedagogical framework for SIMiLLE

• To create meaningful contexts for learning a
  foreign language through opportunities for
  meaningful interactions among students while
  supporting a sense of presence and self
• Consider goals
• Set priorities
• Appreciate multiple dimensions involved
• Assess strengths and limitations
• Keep in mind there is no one best way to learn
  or teach a second language

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References

• Brown, H. D. (4th ed.) (2001) Principles of
  Language Learning and Teaching. White Plains, NY
  Longman.
• Greeno, J.G., Collins, A.M. Resnick, L. (1996)
  Cognition and Learning. In D.C. Berliner R.C.
  Calfee (Eds) Handbook of Educational Psychology,
  NY Simon Schuster Macmillan.
• Mayes, T. Freitas, S. (2004) e-Learning Models
  Desk Study. JISC Documents.
• Mitchell , R. and Myles, F. (2004) Second
  Language Learning Theories. London Arnold.
• Saville-Troike, M. (2006) Introducing Second
  Language Acquisition. Cambridge CUP.