Power Up Your Brain: Evolving from Editor to Applied Linguist John De Mado Language Seminars, LLC 125 S. Collier Blvd. / B 202 Marco Island, FL 34145 ______ Twitter: @John. De. Mado E-mail: info@demado-seminars. com Web: www. demado-seminars. com Specifically Prepared for the FFLA Conference Friday, October 16, 2015 1
Catherine Tate
The Editor Vs. The Applied Linguist l The editor believes language learning is a logical process. l The Applied Linguist believes that language acquisition is largely a ‘psychological’ process.
Language ‘Learning’ Hypothesis • Consciously stored in brain • Focus on ‘rules’ and ‘grammar’ • Concrete/Sequential process
Monitor Hypothesis S. Krashen l l l l The ability to use consciously learned language is severely limited. Consciously learned language does not provide fluency and contributes little to communication. Acquisition is responsible for ability to communicate. Consciously learned language provides a ‘monitor’ or editor for previously acquired language. Accuracy is not a byproduct of better monitoring. Accuracy increases via acquisition. The ‘monitor’ should not impede communication and the generation of new thought. Students need time to focus on form and to know the rule.
Language ‘Acquisition’ Hypothesis • Unaware of process • Unaware of aspects acquired • Knowledge stored subconsciously in the brain • Largely a random process
Language, Error and Psycholinguistics . Risk-Taking: The willingness to confront more language than you presently own. · Vulnerability: The willingness to err for the broader goal of communication. · Intuition: The ability to sift for meaning. 7
Risking for Education
The Editor Vs. The Applied Linguist l The editor believes students make ‘mistakes’. l The Applied Linguist believes students make ‘errors’.
ERROR Vs MISTAKES Error Mistakes l - Inventive - Fossilized l - Dynamic - Static l - Transitional Influence - Permanent Influence l - Intuitive Selection - Conscious Selection 10
Types of Error l Interlinguistic: Brought about by the clash of two or more languages… l Intralinguistic: Brought about by the unique peculiarities of a given language. . . 11
The Editor Vs. The Applied Linguist l The editor confuses ‘error’ with ‘mistakes’ and believes both are negative and should be avoided. l The Applied Linguist believes error is positive and should be encouraged.
INTERLANGUAGE SPEAKER/L 1 SPEAKER/L 2 13
The Editor Vs. The Applied Linguist l The editor believes, without question, in ‘Fossilization’. l The Applied Linguist believes that concerns regarding ‘Fossilization’ are minimal.
The Editor Vs. The Applied Linguist l The editor believes grammar creates communication. l The Applied Linguist believes vocabulary creates communication.
THE ROLE OF GRAMMAR BTTR 16
The Editor Vs. The Applied Linguist l The editor believes language is largely imitated and memorized. l The Applied Linguist believes language is largely self-selected and extemporaneous.
Imitation
Self-Selection The Editor Vs. The Applied Linguist l The editor believes IQ determines success in a second language. l The applied Linguist believes ALL students are candidates to acquire a second language.
The Editor Vs. The Applied Linguist l The editor believes in ‘method’ above everything else. l The Applied Linguist trusts in kids, the consistent ‘nature’ of language and believes that clear ‘Organizing Principles’ predate ‘methods’.
10 ORGANIZING PRINCIPLES FOR LANGUAGE ACQUISITION 1. Language is primarily self-selected, not imitated. 2. Language is acquired, not taught. 3. Language is a problem-solving device. To ignore this fact during instruction causes language to become the problem. 4. Renovation is a byproduct of ownership. 5. A child will not exceed, in L 2, the ability he or she has in L 1.
10 ORGANIZING PRINCIPLES FOR LANGUAGE ACQUISITION 6. Linguistic accuracy is a destination, not a point of departure. 7. Grammar and syntax minimize the potential for miscommunication. 8. Linguistic accuracy assures that the largest number of us shall have the best opportunity to understand one another 9. The conventions (rules) of a given language must not impede the invention of that language. 10. People who communicate take risks. There is an intimate relationship between language acquisition and the amount of risk-taking, vulnerability and intuition encouraged.
Language Teacha’ Rap Big D In ‘Da House!
Evolving from Editor to Applied Linguist Our Professional Odyssey John De Mado Language Seminars, LLC 125 S. Collier Blvd. / B 202 Marco Island, FL 34145 ______ Twitter: @John. De. Mado E-mail: info@demado-seminars. com Web: www. demado-seminars. com Specifically Prepared for the AIM Wine & Cheese Soirée Thursday, January 15, 2015 24
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