Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h9RLDwV09094; Mon, 27 Oct 2003 16:13:58 -0500 (EST) Date: Mon, 27 Oct 2003 16:13:58 -0500 (EST) Message-Id: <69B735F4.4FA90E05.0AB94E44@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: AndresMuro@aol.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:740] Re: for Heide, native language use X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 2150 Lines: 36 I believe that there are two valid realms of utilization in 2nd language acquisition. One is the oral practice of the second language. Teachers need to create non-intimidating spaces for students to practice the language that they are acquiring, and develop exercises and activities to stimulate that practice. There are other spaces where learners are getting their minds activated (warmed-up, Vigotsky), or where learners are trying to obtain information as fast as possible, or where learners are trying to give information. I believe that in these instances native language should be permitted. Of course, ideally, there should be a transition where these things happen in the second language. However this should happen slowly and not by forcing the students to speak in the second language. Andres In a message dated 10/27/2003 3:49:03 PM Eastern Standard Time, jataylor@utk.edu writes: > Hello Heide, All, > Heide, here is a question for you from one of our list subscribers. I look > forward to reading your response. > > For the group, I'm curious to know how many teachers out there combine native > language use with English in the ESOL classroom, and what your experiences are > with this particular technique. Any takers? > > Thanks so much! Jackie > > > "One finding of the What Works study was that "judicious use of the native > language made a difference in both reading and oral skill acquisition as shown > by results on standardized tests." (p. 3, "Conversation with FOB: What Works > for Adult ESL" Focus on Basics, Vol. 6, Issue C, Sept. 2003). I'm interested > in what data was collected on this matter and how it was determined that it > was native language use that made the difference rather than other variables > or other variables in concert with native language use in class. Could you > give an example of how much native language use by teachers and learners in > class seemed to affect the results on standardized tests? What are the > ramifications for curriculum development, classroom > management, and > professional development?" > > go here: www.geocities.com/andresmuro/art.html
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