Interactive teaching

Interactive Teaching: Interlanguage and the Individual Learners : 

Interactive Teaching: Interlanguage and the Individual Learners Lynne Díaz-Rico

Greetings from CaliforniaTESOLBelinda Bernstein, President : 

Greetings from CaliforniaTESOLBelinda Bernstein, President

Thanks to--College of Extended Learning&Seoul Metropolitan Office of Education (SMOE) : 

Thanks to--College of Extended Learning&Seoul Metropolitan Office of Education (SMOE)

Interactive Teaching: Interlanguage and the Individual Learners : 

Interactive Teaching: Interlanguage and the Individual Learners

Why Interactive Teaching? : 

Why Interactive Teaching?

Students must interact to learn English— • with teachers • with one another • with practice materials : 

Students must interact to learn English— • with teachers • with one another • with practice materials

Students must interact to learn English—• learners differ in many ways• teachers must use differentiated instruction : 

Students must interact to learn English—• learners differ in many ways• teachers must use differentiated instruction

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Language users differ in many ways: • age • gender • primary language (could be dialect) • attitude & aptitude • social and cultural background • parental assistance • social resources

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We will explore ways to teach with these learner differences in mind!

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What is interlanguage?

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Interlanguage theory (Selinker, 1972, 1991) asserts that the learner’s language should be viewed as creative, with rules unique to itself, and not just a borrowed or incomplete form of the target language.

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Although this may be imperfect from the point of view of target-language proficiency, it represents the learner's current repertoire and, as such, a learner variety of the target language.

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Learners have intermediary language modes that are not confused or unbalanced, but rather are natural, normal, functional ways of learning.

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This offers a refreshing opportunity for teachers to view second-language learning in a positive light…

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…not as an agonizingly slow crawl toward native-speaker proficiency but as a productive pathway whose features have unique interest for teachers.

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This gets complicated!

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We’re going to have to explore interactivity!

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We will explore ways to understand interlanguage, generate interlanguage, and explore interlanguage…

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…using interactive and empirical pedagogy.

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First, a few basic principles:

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1. Human beings come first

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1. Human beings come first 2. Learning is more important than teaching

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1. Human beings come first 2. Learning is more important than teaching 3. Learning a second language makes us smarter (L1 + L2 = L2 )

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1. Human beings come first 2. Learning is more important than teaching 3. Learning a second language makes us smarter (L1 + L2 = L2 ) 4. Learning a second language makes us culturally smarter (C1 + C2 = C2)

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1. Human beings come first Learner's background (hard facts + soft facts) Cognitive-psychological factors Social/emotional-psychological factors Social-cultural and societal factors

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1. Human beings come first Learner's background Hard facts Learner's name, age, gender, grade, assessed L2 level Soft facts L1 proficiency, previous L2 experience, academic success, likes/dislikes

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1. Human beings come first Cognitive-psychological factors Cognitive learning styles Learning strategies How I learn

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1. Human beings come first Social/emotional-psychological factors Self: Self-esteem, motivation, anxiety level, attitudes toward L2, attitudes toward school in general Peer language use in L1 & L2 My brain

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1. Human beings come first Social-cultural and societal factors Family background, family use of L1 & L2 Institutional support for L2 use of L1 during instruction My culture

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2. Learning is more important than teaching We must strive for learner- managed, autonomous learning Yes, I can!

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2. Learning is more important than teaching We must strive for learner- managed, autonomous learning Make maximum use of creativity and the imaginary I can create!

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2. Learning is more important than teaching If teachers do not step up to this side, the computer will render teachers obsolete

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2. Learning is more important than teaching If teachers do not step to the side as guides, the computer will render teachers obsolete

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3. Learning a second language makes us smarter (L1 + L2 = ?) The L2 should offer even more sophisticated use of language than does the L1… Social functions and routines, Information representation Negotiation skills Code switching Brain-based learning

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4. Learning a second language makes us culturally smarter (C1 + C2 = ?) Learn about how culture affects learning

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4. Learning a second language makes us culturally smarter (C1 + C2 = ?) Learn about how culture affects learning Motivate the learner to achieve cultural fluency

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4. Learning a second language makes us culturally smarter (C1 + C2 = ?) Learn about how culture affects learning Motivate the learner to achieve cultural fluency Teach English using the learner's culture as well as the target culture

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4. Learning a second language makes us culturally smarter (C1 + C2 = ?) Learn about how culture affects learning Motivate the learner to achieve cultural fluency Teach English using the learner's culture as well as the target culture Teach English by comparing cultures

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4. Learning a second language makes us culturally smarter (C1 + C2 = ?) Learn about how culture affects learning Motivate the learner to achieve cultural fluency Teach English using the learner's culture as well as the target culture Teach English by comparing cultures Use intercultural communication to teach English

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A few assumptions…

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From the learner’s point of view, • Learners must “own” English • Tasks must be engaging • Teachers cannot postpone motivation

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The learner’s interlanguage is systematic • Errors are hypotheses • and mistakes will be made

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3) There is no reason to suppose that the learner wants to fully master the target language • The learner’s interlanguage must be satisfying

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• Collect information about the learner • Delight in the learner’s output Empirical pedagogy

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• Collect information about the learner (background, psychologial, sociocultural factors) Assess Carry out a learning activityReassess & Reflect Empirical pedagogy

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• Delight in the learner’s output Empirical pedagogy

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• Use interlanguage information to redesign pedagogy Empirical pedagogy

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• Learning strategies and tactics • Interlanguage theory • The imaginary Teacher education in the new century

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• Re-thinking • Re-enchantment • Re-engagement Teacher education in the new century

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• Renewing your vocation (the “calling” to teach) Teacher education in the new century

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The most exciting language learning will take place in this decade!

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The English teachers of Korea are in the vanguard!

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We are here to stand by your side as you facilitate these interlanguages!

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Break out of complacency!

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Embrace interactive teaching…

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THANK THANK THANK THANK YOU!

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