Dec 2016

1. Second Language Acquisition
& Applied Linguistics:
Foundations for
Content Teachers
Robert J. Dickey
Keimyung University
Korea TESOL

2. Second Language Acquisition
• the basis of modern language
instruction
–a new science (1950s)
–many controversies
–largely theoretical
–mostly unproven
https://elt502ciu.wikispaces.com/file/view/Introducing+Second+Language+Acqu
isition.pdf

3. Applied Linguistics
• attempting to put the classic “science”
of linguistics to use in language
learning
• the basis of modern language
instruction
–many controversies
–largely unproven
http://www.stiba-malang.com/uploadbank/pustaka/
MKLINGUISTIK/INTRO%20TO%20APPLIED%20LING.pdf

4. Language Teaching
• a profession*
without its own “science”
• borrows from other fields
–Linguistics
–Second Language Acquisition
–Applied Linguistics
–Pedagogy
* some argue that Language Teaching is not a
profession because it lacks its own science…

5. L1 vs. L2
• “Language Instinct” (innate)
• L1 mother tongue (acquired)
• L2 second or additional language
–“Learned” or “Acquired”?
• “studied” consciously (formally or informally)
• OR…
–Critical Period Hypothesis /
“Sensitive Period”

6. Acquisition Perspectives
• Grammar approach (Chomsky)
–language “settings” for Universal,
Transformative, or Generative Grammar
–Critical Period is very very early
–“grammar” includes vocabulary,
pronunciation, sentence structure, other
“rules” of a language
• Input approach (Krashen)

7. Instruction: Explicit or Implicit
• Lecture
–Grammatical rules
–Vocabulary (homework)
• Practice & Tests
–No Mistakes!
–Correction quick and clear
• OR…

8. Robert J. Dickey
Keimyung University
(Daegu, S. Korea)
robertjdickey@yahoo.com

10. CLIL
(Content & Language Integrated Learning)
Concepts and Basics
Robert J. Dickey
Keimyung University
Korea TESOL

11. ESOL, EFL, ESL
• English to Speakers of Other
Languages
• English as a Foreign Language
–expect students to share L1
–Teacher speaks students L1?
• English as a Second Language (!!!)
–expect students to NOT share L1
–usually in “native-speaker land”

12. CLIL: Defined
• Content: what you want to learn
• Language: you also want to learn
• Integrated: both are targeted, with
learning objectives for both,
throughout the learning process
• Learning: contrast to teaching

13. CLIL: Conceptually
• “Killing two birds with one stone”
• “Learning by Doing”
• “Language in Context”
“not talking about language,
but using language
to learn language and content”

14. CLIL: Conceptually
Compare
• Language Across the Curriculum
• Foreign Language Medium Instruction
(English Medium Instruction)
• Content-based Language Instruction
• English for Specific Purposes
• “Topics” in English (Readings)

15. Conceptually…
Subject-matter
Class (Science)
Subject-matter
Class (Science)
Language Class
(English)
Language Class
(English)

16. Balance: Content & Language
• Aim
–Integrated, Balanced, Throughout
• Reality
Teachers & Students have
–preference for learning objectives
–skills limitations
–NO TIME

17. Balance…

18. Cognitive Load

19. Overload

20. Design in CLIL
• Classroom Methods NOT prescribed
• Learner-talk NOT controlled (not
“English-only”)
• Focus on –
–Learning Objectives
–Teacher-talk (modeling language)
–Integration (“learning through the L2”)
–?? Bilingualism ??

21. Rough-Tuning

22. Extra-Linguistic Cues
• Body Language
• Audio-Visuals
• Context (topics, environment, etc)
• Bilingual (contrasting?) inputs
– Book in Lx, Lecture in Lz?
• Prior Learning

23. The Reading
• Why students should care
• Specific teaching objectives
• Design student responses
• Model text (if you want them
responding in English)
• Design test (assessment) to match
the teaching objectives
http://www.content-english.org/data/dickey-ei.pdf

24. Discussion

25. What’s Ahead this week?
(with Rob Dickey)
• Communicative Language Teaching –
What, Why, How
• Flipped Classrooms, Activity-based
Classrooms (task-based)
• Lesson-Planning, Homework,
Testing/Evaluation

26. Robert J. Dickey
Keimyung University
(Daegu, S. Korea)
robertjdickey@yahoo.com