Teaching English to early learners, adults, seniors and specific needs students within the fraework of Alternative Education Dr. Eulalio Fernández Sánchez Universidad de Córdoba
Guide for the presentation 1. Introduction 2. The concept of alternative education: a recurrent ter turning fashionable at present 2.1. Origin and types of alternative education 3. Identification and definition of FL(A)T: Foreign language learning and teaching within Alternative Education 4. Theoretical assuptions of the BRaIN Approach: A psycho-biologist attept incorporating a cognitive theory of learning 4.1. Definition of language within the BRaIN approach 4.2. Difference between L1 vs. L2 acquisition 4.3. The triune brain theory 4.4. Multiple Intelligence theory 5. New opportunities for research within the BRaIN Approach 5.1. Basic and applied reserach and design of teaching aterials 5.2. Groups of learners within FL(A)T 5.2.1. Early language learners (ELL) 5.2.2. Adults and seniors 5.3.3. Specific Needs Students (SNS) 2
INTRODUCTION http://www.elundo.es/elundo/2013 /08/13/econoia/1376388549.htl English learning and teaching Acadeic learning (Student) Lifelong learning (individual) 3
The concept of alternative education a recurrent ter turning fashionable at present Underpinnings of alternative education: Respect for every person Balance Decentralization of authority Noninterference between political, econoic, and cultural spheres of society A holistic worldview 4
Definition of FL(A)T Thus, the scope of FL(A)T could be represented in the following figure: L2 learners FL(A)T scope Early learners (birth to 5 years) School and university students Priary, secondary and tertiary education Specific Needs Adults (25 to 55 years) students Seniors (55 years on) 5
Theoretical assuptions of the BRaIN approach Cognitive paradig Cognitive definition of language SLA is a psycholinguistic process based on the acquisition of knowledge Body Mind Triune brain theory Multiple intelligence theory 6
What do we ean by language acquisition? DEFINITION ACQUISITION: get, coe to have Language: syste of counication based on conventionalized knowledge The process by eans of which a person gets a syste of oral counication Psicolinguistics (process) PROCESS SYSTEM Linguistics (syste)
How is language acquired? Language acquisition is the result of an instinct (Steven Pinker) We are born with the LAD (Noa Chosky) Huans have a critical period for the language acquisition (Eric H. Lenneberg)
Biological, cognitive and psychological status of L1 Neural-physiological developent Cognitive developent Psychological developent L1 L1 L1 L1 L1 L1 L1 L1 L1 L1 L1 L1 L1 L1 L1 or other tongue becoes the ain instruent for: counication, interactions with outer world and conscious inside, learning socialization THE INSTINCT THAT TURNS HOMO SAPIENS SAPIENS INTO A SPECIES
Cóo se adquieren las lenguas extranjeras? A pesar de que el lenguaje sólo se adquiere una vez, las lenguas pueden adquirirse/aprenderse de fora peranente SEMEJANZAS: iso fin: la counicación oral adquisición de un sistea análogo isa secuencia de adquisición DIFERENCIAS: El proceso de adquisición de L2 es: no natural artificial acadéico explícito otivado dependencia del desarrollo cognitivo y psicológico Si bien abos procesos son análogos desde el punto de vista lingüístico, a través de la psicolingüística se perciben coo procesos diferentes por razones biológicas, cognitivas y psicológicas.
Qué es el aprendizaje de una segunda lengua? Según Ellis (1995), el térino adquisición de segundas lenguas se aplica a todo proceso ediante el cual una persona llega a adquirir una lengua adicional a su lengua adre. L1 ente cognición Aclaraciones terinológicas Adquisición vs. Aprendizaje (Krashen, 1981) Segunda lengua vs. lengua extranjera Inter-lengua (Selinker, 1972) Destrezas lingüísticas (MCERL) edad contexto
Papel de L1 en la adquisición de L2 Fuente de explicitud L1 > L2 Fuente de copetencia counicativa CC L1 // CC L2 Fuente de transferencia L1 = L2
New opportunities for research through the BRaIN approach within FL(A)T basic aterials applied Early learners School learners Adults Seniors Specific needs students Basic research X X X X Applied research X X X X Material assessent and evaluation X X 13
Early language learners Early language learning BRaIN approach Stages and sequence Linguistic coponents 6 1 year 2 year 3 year 4 year 5 year 12 18 2 4 3 0 3 6 4 2 4 8 5 2 5 6 PHONETOLOGY LEXICON PRAGMATIC (SOCIAL US) MORPHO- SYNTAX 14
Adults and seniors SLA Declarative Procedural Cognitive Associative Autonoous 15
Specific needs students Basic research: * Psycholinguistic analysis of linguistic processes. * The role of L1 and SL en SNS SLA * The role of libic syste in SNS SLA Design of aterials Applied research 16
Conclusion The BRaIN approach into FL(A)T provides new insight by answering questions about a double process (psycholinguistic and cognitive) oriented towards a continuous iproveent of each individual s SLA throughout his/her life regardless of their age and psycho-cognitive capabilities. There is still a lot of work to do. THANKS A LOT!! 17