Transcript Linguistics and EFL teacher education: Issues and Answers

XV Encuentro de SONAPLES
Sociedad Nacional de Profesores de Lenguas Extranjeras en la
Enseñanza Superior
Universidad Católica de la Santísima Concepción, Chile
Enero 2006
El rol del profesor de lenguas
extranjeras en el siglo XXI: nuevos
enfoques, formación docente y redes de
profesores
Linguistics
and EFL teacher education:
Issues and Answers
M. Karen Jogan, Ph.D.
[email protected]
Standards
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Standards for Education Programs
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Pennsylvania Department of Education
NCATE
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INTASC
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National Council for Accreditation of Teacher Education
Interstate New Teacher Assessment and Support
Consortium
ISTE
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International Society for Technology in Education
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Standards
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Standards for Teachers of Foreign
Languages (skills, content)
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American Council on the Teaching of Foreign
Languages (ACTFL)
State Departments of Education
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Often require content tests from Educational Testing
Service
May require skills tests from ACTFL
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Curriculum in Foreign Language
Teacher Preparation –
Separate Components
Education &
Psychology
Content in FL
Language
Literature, Culture, etc.
Methodology of
Teaching FL
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Curriculum in Foreign Language
Teacher Preparation:
Integrated Components
Methodology of
Teaching FL
Education &
Psychology
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Content in FL
Language,
Literature, Culture
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The challenge..
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How can we all row in the same direction?
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How can we all work toward meeting the same
goal(s)?
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How can our teacher education programs
demonstrate that preservice teachers are
meeting program goals?
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Knowledge vs. Performance
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Awareness
Application
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Evidence that program goals are met
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Products created by preservice teachers
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Performance of preservice teachers
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What about Linguistics?
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Issues…

Why study linguistics?
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How can resistance to linguistics be addressed?
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How can linguistics be integrated into EFL
teacher preparation?
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Issues…

How can knowledge from linguistics inform
teaching?
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Awareness vs. Application
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What can EFL preservice teachers produce
to demonstrate that they can apply linguistics
principles to their teaching?
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Gaps in preparation?
Resistance?
Lack of connection with other courses in the
program?
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How can resistance be addressed?

Provide future teachers with linguistics
concepts

Provide future teachers with opportunities to
create tools to use in the classroom
(activities, lesson plans)
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Moving from Awareness to Application
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Awareness
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Which tasks raise preservice teachers´ awareness
of language?
Application

Which tasks allow preservice teachers to apply
linguistic concepts and to develop teaching and
assessment materials for their own classrooms?
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Application

What can the preservice teacher DO with
knowledge of linguistics?
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Linguistics… Awareness and Application
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Phonetics and Phonology
Morphnology
Syntax
Semantics
L1 and L2 acquisition
Dialectology
History of Language
Orthography
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Phonetics and Phonolgy
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Awareness
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Listen to EFL student´s pronunciation. Categorize
patterns.
Application

Create assessment tool to elicit and evaluate
pronunciation of EFL students. Develop exercises
to teach phonemes and allophones.
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Phonetics and Phonology
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Awareness

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Review a written dictation of an ESL student.
Categorize errors and patterns in the dictation.
Does L1 account for any errors?
Application

Prepare an activity to help students contrast
sounds in L2 and L1.
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Morphology

Awareness

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Collect words in content areas. Analyze by
category of word creation.
Application
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Create a vocabulary building game using roots,
prefixes, suffixes.
Create a vocabulary building activity
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Adjective  adverb
Verb  noun, etc.
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Morphophonemics
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Awareness
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Listen to an audio clip. List plural nouns. Listen
again, and transcribe plural markers. Write a rule
to explain when you hear [s] [z]
Application

Create a mini-lesson to help English students
practice plurals. Practice the rule with a student.
Reflect on your results.
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Morphophonemics
[s]
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[z]
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Syntax
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Awareness

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Analyze an ESL student´s speech for syntactic
errors.
Application

Using a book such as Celce-Murcia´s ESL
Gramar Book, identify a structure appropriate for
instruction with this learner. Create a lesson for
the learner.
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Semantics
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Awareness
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The chicken was too hot to eat…
Identify sentences with structural ambiguities
(deep vs. surface structure)
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Semantics
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Awareness

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Analyze jokes or cartoons from The New Yorker
for sources of semantic humor.
Application
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Create a class activity for students to illustrate the
literal and figurative meaning of idioms.
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
Up a creek without a paddle
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Semantics
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Awareness
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Identify semantic errors in EFL student writing
sample.
Application
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Create a graphic mapping activity for students to
brainstrorm vocabulary for assignments.
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Awareness
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Given a text, identify true, partial, and false cognates.
Application
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Create a reading activity from a news article that
focuses on cognates
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Pragmatics
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Awareness

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Provide an audio or video clip in which students
can identify language functions (persuade,
complain, greet, etc.)
Application
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Create a role play for students to act out functions
in a context.
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Pragmatics
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Awareness
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Analyze a video clip of an EFL lesson for
organization, feedback, signals for transitions.
Application
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Present an English lesson, with focus on
classroom language for organization, feedback,
signals for transitions.
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L1 Acquisition
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Awareness
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Record a child´s speech in L1. What patterns
characterize this child´s speech?
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L2 Acquisition
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Awareness
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When you studied L2, was the method consistent
with a learning view or an acquisition view?
Explain.
Application
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Identify lessons that promote acquisition of
language.
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History of English language
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Awareness
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In written passage, identify words that have
undergone sound change but that retain spelling.
Use an English-English dictionary to study words
and their etymology.
Application
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Develop a lesson to integrate cultural heritage as
evidenced in words borrowed into English.
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Dialectology
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Awareness
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Listen to a recording of Robert Frost reading a
poem. What patterns are in his dialect?
Read a short text from Mark Twain to recognize
“eye” dialect
Compare sound patterns in US and UK dialects.
Application

Create a mini-lesson to describe patterns in a
spoken or written dialect.
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Orthography
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Awareness

What words are spelled alike that share meaning?
What pairs that share meaning differ in
pronunciation?
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Sign/ signature
Bomb/ bombard
Examine texts published in the US and the UK.
Compile a list of spelling differences noted.
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Orthography
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Application
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Debate pro and con:
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The English spelling system should change
to a system that reflects sound-symbol
correspondence.
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Integrative projects
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Application

Select a content text in spoken or written English
to be used by EFL students
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Analyze the linguistic features that make it difficult
Create supplementary materials to assist student in
comprehending text (margin notes, glosses, minilessons for grammatical structures)
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Integrative projects
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Application
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Select a chapter in an EFL coursebook.
Consider aspects studied in Linguistics.
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How are these reflected in the instructional materials?
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Write lesson plan(s) to enhance the presentation of one
or more of the areas presented in the chapter.
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The Thinker: Awareness
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Benjamin Franklin: Application
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References
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Adger, C., C. Snow & D. Christian (eds). (2002). What teachers
need to know about language. McHenry, Ill. Delta (CAL).
Andrews, L. (2001). Linguistics for L2 teachers. Mahway NJ:
Lawrence Erlbaum Associates.
Celce-Murcia, M. & Diane Larsen-Freeman. (1999). The grammar
book: an ESL/EFL teacher’s course, 2nd ed. Boston: Heinle &
Heinle.
Ellis, Rod (2003). Task based language learning and teaching.
Oxford: Oxford University Press.
Freeman, D. & Y. Freeman (2005). Essential Linguistics: what you
need to know to teach. Portsmouth, NH: Heinemann.
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Hatch, E. & C. Brown (1995). Vocabulary, semantics, and language
education. Cambridge: Cambridge University Press.
McCarthy, M. (2001). Issues in applied linguistics. Cambridge:
Cambridge University Press.
Micheau, C. & D. Godfrey (2005). Lighting a linguistic fire for
teachers. Presentation, TESOL International, San Antonio Texas
Morris, L. (2003). Linguistic knowledge, metalinguistic
knowledge and academic success in a language teacher
education programme. Language awareness 12: 109-123.
Swan, M. & B. Smith (eds) (2001). Learner English: a teacher’s
guide to interference and other problems, 2nd ed. Cambridge:
Cambridge University Press.
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