Tapping early childhood memories

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Tapping Early Childhood Memories Blaise Dickerson 05/18/2009

Basic Premise : 

Basic Premise Allowing acquisition of second language vocabulary through recall of early child- hood experiences and associated first language vocabulary

Invitation to Remember 1. Student is invited to think of his or her earliest childhood memories, draw pictures, bring family photos or special articles reflecting remembered experiences, people, places or things from that early period of life.

A Foundation for Transition : 

A Foundation for Transition 2. Each student may organize a personal collection on his or her personal board, chart, or box. Items will be given second language names, definitions, and descriptions. 3. If a short story about the item is feasible then the student should be encouraged to write a phrase, sentence, or short paragraph about it. This can be in first language (L1) or second language (L2).

Comprehensible input (competence) inpreparation for Comprehensible output(performance or speech in L2) : 

Comprehensible input (competence) inpreparation for Comprehensible output(performance or speech in L2) 4. Students are encouraged to re-write their previous short story again using words, phrases, sentences, and/or short paragraphs, but this time only in L2. 5. Students will read their own stories to themselves while relating to the story objects. Students are also encouraged to exchange items and stories with classmates for reading to themselves while relating to the corresponding items.

Rationale for exercise : 

Rationale for exercise --This exercise is meant to cause acquisition of second language linguistics; that is, on the subconscious level. While reading their stories or the stories others they are gaining competence in phonology, morphology, semantics, as well as syntax. This should be differentiated from learning, which is a conscious activity; that is, the student knows they are inputing a word or rule at a time. From an acquisition point-of-view, there are no rules, just interesting activities. Comprehensible output (performance or speech in the second language) will manifest when it is ready. --Measurement of progress can be met in the same way as is done when the teacher reviews a students study materials for having been highlighted or annotated. This takes the place of having to test for competence through quiz or performance, or at least direct performance.

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