Note that on the right side of this blog there is a “blog roll.” When I get blog addresses from students, I enter those addresses into a list of links I’ve added. This allows me to quickly surf around to the enclosed list of blogs dedicated to this class. This also allows anyone in this class to quickly and conveniently find the blogs of other students. See what your classmates are doing.
We will reserve some classtime for workshop time in posting your own blog. By the end of this class everyone who attends should have a blog. If you haven’t written a reading response – post a few words regarding your initial feelings about blogging for class: hopes, dreams, misgivings ….whatever. At the end of this class, any or all of us will have the chance to publish on the potential and challenges of this emergent educational technology. Can it live up to the hype?
I’d also like to encourage you to post comments. At this point they could relate to the ease or difficulty you find in posting a blog, or better yet the content of what you read.
Last Week’s Lesson plans
Consider and discuss how the following variables affect critical period arguments regarding SLA.
· Neurlological
· Phonological
· Cognitive
· Affective
· Linguistic
- Explain equilibrium/ disequilibrium. Provide an example from your experience (rather than the book).
- Language ego: (p. 64)– (How) is L1 personality different from L2 personality?
- explain difference between compound and coordinate bilingualism.
- Explain and give examples of code-switching (reaching buzzword status –but I doubt many outside SLA really know what it means.)
- do you have bilingual pets?
- what is Universal Grammar?
Discussion questions. - Questions from end of chapter: 1 from text: re: myths – what is assumed or presupposed in each statement.
- What can feral children (wolf children) tell us about language acquisition?
- Is there a critical period for technological literacy?
- Can an adult with no previous exposure to a dialect (ie someone born in the northern Midwest traveling to the deep south/ Brittan) adopt a dialect well enough to fool natives?
- What role does SES/ class affiliation play in the use /phenomena of accents among native speakers of a common langage?
- What do you know about brain science – dendrite growth – synapses – lateralization – brain tumors.
- What is the role/value of rote learning in SLA?
- How does raising a child in a bilingual environment affect their development?
- Does bilingual’s memory contain one storage system or two? (compound vs. coordinate bilingualism).
- What are the dangers of uncritically accepting the CPH?
Lecture notes:
Story of a Language Center: Standardized placement – tests – 3% - the cost of perfection and the meaning of fluency
- Shibboleth http://en.wikipedia.org/wiki/Shibboleth
- P. 64~5 – Quiz – stick out your tongue. LE
- P71 Nature vs. Nurture – what we know. Why we know it.
- How does culture affect what chapter says is true re: how we learn language? (rote
- and the Chinese student).
- Colleague (arrogant grad student in urban planning) said, “the problem with these ESL students is. (find video).
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