Theoretical+Framework+for+Teaching+to+Second+Language+Students

toc Authored by: Megan McMillan

=Introduction = Diversity is a key component as to the reason why second language acquisition is becoming more and more important. The teaching of language is not only important in an English course, but across all courses. If the students are unable to express themselves in their second language, which in this case is English, then education will degrade into schooling. Therefore, it is important that teachers are capable of helping second language students. We will begin by identifying which theory is prominent throughout different peer reviewed journal articles. We will move on to explain how a teacher is to approach this theory to be able to help the second language students and suggest a couple of activities that amplify the approach. And finally, we will end with an example of a mini lesson plan, practical resources and an instructional video on second language acquisition. =Theory - Communicative Approach = 

Most theoretical frameworks attempted to understand which method would be most effective when approaching teaching English as a second language. Grammar was the prominent mode for approaching second language teaching. When analyzing the effects of a grammatical approach, the researchers have observed that children do not respond positively (Pica, 1999). The researchers have determined that the communicative approach is a lot more effective because it allows the children to express themselves in their second language without having extra pressure of being grammatically correct (Pica, 1999; Canale & Swain 1980). The oral communication becomes the most important component because it allows the student to possess the basic knowledge of the second language that is necessary before applying grammatically correct sentences. However, the grammatical component is important when teaching adolescents and adults because it allows the adolescents and the adults to better comprehend the language in question by comparing the grammatical laws of both languages in question (Pica, 1999).

Also, when a teacher approaches the students when helping with their comprehension of the second language, the teacher must always be direct when giving instructions and when correcting the students. A rule of thumb is that the teacher should not point out more than one error per feedback (Pica, 1999). Also, if the students are not expressing themselves correctly, there are strategic questions that the teacher can ask to help the students. Examples of these questions according to Patricia A. Duff are as follows: “Did you say X?'” or “Could you say that again?” (Duff, 2007). Only once the students are capable of expressing themselves comprehensibly in the second language does the grammatical approach becomes important. The grammatical approach, also known as the “garden path” approach, becomes dominant because the focus is placed on the forms, features, and structures of the second language (Pica, 1999). In other words, the "garden path" is a grammatical approach to the second language where the technique is of "sequencing instruction on grammar rules and exceptions" rather than having the rules and exceptions explained together at the same time (Pica, 1999). =Assessment = When the teacher takes into consideration that the students should first and foremost be able to express themselves orally, the initial assessments should all be oral and to what extent the student is comfortable in such a language. It would be impossible for the students to take a paper quiz. The assessment should always be ongoing because the teacher should be able to notice when the students are ready to tackle grammar in their second language. Therefore, the assessments noted will help the teacher to make the decision to either move forward with the material, or to rearrange the lesson plan to fit the second language students' needs.

**How to Approach Activities**

Since the communicative component is the most important aspect that must be practiced most often, the best activities that the teacher can come up with are group activities. The group setting is beneficial because it allows the student with second language difficulty to practice with students who are fluent in the language. Whether, the natural learning environment, meaning surrounded by first language students, is a better methodology than having an artificial learning environment is not an issue in this specific context. Also, the group setting allows the students to practice their communicative techniques. Another useful approach for teachers is to create activities that are dual-language. In other words, both first and second language are thought upon and are source of inspirations for any activity that the teacher asks from the students. An example is that when students are asked to write a paper, the students can create their activities in their first language and than create the paper in their second language. Therefore, their first language is useful for determining the main ideas the students wish to convey.

=Example of Activities/Games = 
 * Toilet Paper Icebreaker: <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">The teacher takes the toilet paper roll and several squares of toilet paper, then hands the roll of toilet paper to a student. The teacher tells the student to take some, more than three. After everybody in the class has some paper, we count the squares we have, then we have to tell that many things about ourselves, in English.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: 24px;">The students read a poem written initially in their first language. After, the students will have to translate the poem into their second language (most likely English) and convey meaning of the poem either through an oral presentation of the original/translated version of the poem or through a reflective paper.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Role playing. An example is to separate the class into two groups. The first group will walk around the room to ask the group that is sitting down for help on their crossword. After an amount of time, the first group remains seating while the second walks around. This will practice the student's oral skills. [[file:Crossword puzzle 1.doc]][[file:Crossword puzzle 2.doc]][[file:Warmup Activity.doc]]

=<span style="color: #800080; display: block; font-family: 'Arial Black',Gadget,sans-serif;">Example of Mini Lesson =

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">For the students who still have problems with the written word and vocabulary, now you can combine both!

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Allow the students to read a passage of a text of their choice. In the passage, the student identifies the words that are unfamiliar. The student would choose one word and look up the definition. After the student comprehends the word, the student must create a rap, rhyme or jingle and present it to class.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">This lesson does not only help the students with difficulty in second language acquisiton, but also those who are timid presenting infront of a classroom. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Expectations in the Ministry of Education Curriculum for grade 9 applied English: <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">
 * Listening to Understand: 1.1 Identify the purpose of a few different listening tasks. (for the students who are listening can write down the definition of the word after listening to the rap, rhyme or jingle).
 * Clarity and Coherence: 2.3 Communicate in a clear, coherent manner for a few different purposes (the students presenting their rap, rhyme or jingle must be able to pass on the information to the other students clearly and coherently).
 * Identifying Topic, Purpose, and Audience: 1.1 Identify the topic, purpose, and audience for a few different types of writing tasks (to be able to write the rap, rhyme or jingle, the students must be able to identify all three components for the rap, rhyme or jingle to be effective).

=<span style="color: #800080; display: block; font-family: 'Arial Black',Gadget,sans-serif;">Practical Resources =


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: 24px;">Activities: [], <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">[]
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Six Types of Oral Communication Activities: []
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Ontario Education: http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Teaching Oral Communication: [[file:Oral Communication Presentation.ppt]]
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Assessment Tools: []
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">[]

=<span style="color: #800080; display: block; font-family: 'Arial Black',Gadget,sans-serif;">Video =

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">The video demonstrates the importance of second language acquisition because our classrooms are more and more diverse. A point the video clip touches on is motivation. One way for students to be motivated is by making the learning materials accessible to the student at ALL times through technology. The video finishes with a new research done on eye movements and reading in both fist and second languages, and the difficulty of coming to terms with language and culture.

media type="youtube" key="kotMl33097g?fs=1" height="385" width="480" =<span style="color: #800080; display: block; font-family: 'Arial Black',Gadget,sans-serif;">References =