"..The last significant function of output is to create greater automaticity, which is one pedagogical goal in SLA. Little effort is required to execute an automatic process( involved when the learner carries out the task without awareness or attention) as it has become routinized and automatized just as the steps involved in walking towards a bike, getting out the key, unlocking it, pushing it, getting on it and riding it, requiring little thought and less time. Mclaughlin (1987:134) claimed that automatization involves “a learned response that has been built up through the consistent mapping of the same input to the same pattern of activation over many trials.” Here this notion is extended to output, meaning that consistent and successful mapping or practice of grammar to output results in automatic processing (Loschky & Bley-Vroman, 1993).
In many researchers’ opinion, automaticity benefits learning. Firstly, as automatic processing consumes fewer attentional resources than does controlled processing (involved when conscious effort and attention is required to perform a task), the more automatic performance becomes the more attentional resources left over for other purposes. For example, if one can handle the phonology and syntax of a second language automatically, then more attention can be paid to processing semantic, pragmatic, and sociolinguistic levels of communication. Secondly, when a mechanism becomes automatic it will process information very quickly and accurately. Thirdly, there are strong reasons for associating automaticity with important aspects of fluency (Skehan, 1998; Hulstijn, 1997,etc). Then what is fluency?The last significant function of output is to create greater automaticity, which is one pedagogical goal in SLA.
Little effort is required to execute an automatic process( involved when the learner carries out the task without awareness or attention) as it has become routinized and automatized just as the steps involved in walking towards a bike, getting out the key, unlocking it, pushing it, getting on it and riding it, requiring little thought and less time. Mclaughlin (1987:134) claimed that automatization involves “a learned response that has been built up through the consistent mapping of the same input to the same pattern of activation over many trials.” Here this notion is extended to output, meaning that consistent and successful mapping or practice of grammar to output results in automatic processing (Loschky & Bley-Vroman, 1993).
In many researchers’ opinion, automaticity benefits learning. Firstly, as automatic processing consumes fewer attentional resources than does controlled processing (involved when conscious effort and attention is required to perform a task), the more automatic performance becomes the more attentional resources left over for other purposes. For example, if one can handle the phonology and syntax of a second language automatically, then more attention can be paid to processing semantic, pragmatic, and sociolinguistic levels of communication. Secondly, when a mechanism becomes automatic it will process information very quickly and accurately. Thirdly, there are strong reasons for associating automaticity with important aspects of fluency (Skehan, 1998; Hulstijn, 1997,etc). Then what is fluency?.."
Wednesday, February 29, 2012
Monday, February 27, 2012
The Role of a Teacher
"He suggests that the right level of input is attained automatically when interlocutors succeed in making themselves understood in communication (Krashen, 1985:2). In his view, the Input Hypothesis is central to all of acquisition, i.e. L2 acquisition depends on comprehensible input. In the classroom, then, the teacher’s main role is to ensure that learners receive comprehensible input by providing them with listening and reading materials. However, a great many researches later challenge his hypothesis by supplying abundant evidence indicating that though necessary, comprehensible input alone is insufficient for L2 acquisition (Swain 1981,1991; Harley & Hart, 1997; Harley & Swain, 1984, etc.). They argue that processing of comprehension is different from processing of production. And the ability to understand meaning conveyed by sentences differs from the ability to use linguistic system to express meaning (Swain, 1985, 1988; Sharwood Smith, 1986; Crookes, 1991). When input is negotiated and learners produce output in interaction, they selectively “take in” portions of comprehensible input and choose correct linguistic form to express themselves. This process makes it possible for the learners to internalize what they have learnt and experienced.
Corder’s distinction between input and intake should be mentioned here. He defines input as what is available to the learner, whereas intake refers to what is actually internalized by the learner (Corder, 1967).This distinction is justified by huge amount of evidence in foreign language learning practice. It is convincingly argued that L2 acquisition will not occur even if with input at the right quantity and quality but without being internalized by the learners and becoming part of their interlanguage system.
On the whole, input is absolutely necessary and there is no theory or approach to SLA that does not recognize the importance of input. In Schwartz’s view (1993), the input feeds or nurtures an innate system to aid its growth. But input alone cannot facilitate second language learning. It will not function to the full in SLA until it gets involved in interaction."
Corder’s distinction between input and intake should be mentioned here. He defines input as what is available to the learner, whereas intake refers to what is actually internalized by the learner (Corder, 1967).This distinction is justified by huge amount of evidence in foreign language learning practice. It is convincingly argued that L2 acquisition will not occur even if with input at the right quantity and quality but without being internalized by the learners and becoming part of their interlanguage system.
On the whole, input is absolutely necessary and there is no theory or approach to SLA that does not recognize the importance of input. In Schwartz’s view (1993), the input feeds or nurtures an innate system to aid its growth. But input alone cannot facilitate second language learning. It will not function to the full in SLA until it gets involved in interaction."
Wednesday, February 8, 2012
Wednesday, February 1, 2012
Words as "pictures"
I was looking at my previous blog posts and I was disappointed at how
they all seem a little "impersonal"...For this post,
I'd like to attempt to rely on my own ideas on teaching..sans cut-and paste..
Not long ago I was working an individual who seemed to have a sub-benchmark level 3 understanding of the English language. He was discouraged that his friends, in the same program, were excelling at a faster rate than he was. Compounding this, I sensed he felt that this was effecting his confidence.
When I was younger, I was sometimes plagued by a feeling of low self-esteem with regard to various academic endeavors.. I tended to set artificial limits on what I was capable of learning. Moving beyond these barriers was, I feel, an important part of my growth as an individual..
My instinct, working with this student, was to go beyond the lesson at-hand and attempt to instill some confidence because this seemed to be the dominant limiting factor in his learning.
As we proceeded though his exercises, I took every opportunity I could to genuinely encourage him and complimented any progress made (even if small). When not able to pronounce a given word, I asked that he repeat the proper pronunciation after me, then returning to the text.
Once he was able to properly say a given word, whenever this word was encountered again, in his reading, I reminded him that he already "knew" how to say it. This "method" definitively seemed to raise his spirits, and improve his progress.
When we see the word "apple"...do we read it? letter-by-letter? I think once a person "knows" a word, the thought of it seems virtually connected to the idea of it--and its pronunciation. When I see the word "apple" it seems an actual apple is triggered in my thoughts. I certainly don't "read" the individual letters phonetically because I "know" it..
The idea of seeing a word "as a picture"...resonated strongly with me as a teaching "tool"..
I suppose one could characterize this as just that--another "tool" in a teacher's "bag of tricks", yet I genuinely feel it was more significant, in that the idea dawned from the fact I "cared" about this individuals state-of-mind..
In the past I have known the "low" feeling of thinking I am not capable and have this effect my own learning progress. Utilizing empathy and breaking these "negative" beliefs, I therefor conclude, is a central role of any good teacher..
they all seem a little "impersonal"...For this post,
I'd like to attempt to rely on my own ideas on teaching..sans cut-and paste..
Not long ago I was working an individual who seemed to have a sub-benchmark level 3 understanding of the English language. He was discouraged that his friends, in the same program, were excelling at a faster rate than he was. Compounding this, I sensed he felt that this was effecting his confidence.
When I was younger, I was sometimes plagued by a feeling of low self-esteem with regard to various academic endeavors.. I tended to set artificial limits on what I was capable of learning. Moving beyond these barriers was, I feel, an important part of my growth as an individual..
My instinct, working with this student, was to go beyond the lesson at-hand and attempt to instill some confidence because this seemed to be the dominant limiting factor in his learning.
As we proceeded though his exercises, I took every opportunity I could to genuinely encourage him and complimented any progress made (even if small). When not able to pronounce a given word, I asked that he repeat the proper pronunciation after me, then returning to the text.
Once he was able to properly say a given word, whenever this word was encountered again, in his reading, I reminded him that he already "knew" how to say it. This "method" definitively seemed to raise his spirits, and improve his progress.
When we see the word "apple"...do we read it? letter-by-letter? I think once a person "knows" a word, the thought of it seems virtually connected to the idea of it--and its pronunciation. When I see the word "apple" it seems an actual apple is triggered in my thoughts. I certainly don't "read" the individual letters phonetically because I "know" it..
The idea of seeing a word "as a picture"...resonated strongly with me as a teaching "tool"..
I suppose one could characterize this as just that--another "tool" in a teacher's "bag of tricks", yet I genuinely feel it was more significant, in that the idea dawned from the fact I "cared" about this individuals state-of-mind..
In the past I have known the "low" feeling of thinking I am not capable and have this effect my own learning progress. Utilizing empathy and breaking these "negative" beliefs, I therefor conclude, is a central role of any good teacher..
Saturday, January 28, 2012
C1M3
1. Describe the difference between someone who is a native-like user of a language and someone who is just learning it. What does “competent” mean to you? You will need this definition for an assignment at the end of the module.
One major factor in being fully linguistically competent is the ability to understand cultural references within language. Other factors essential to a "full" understanding of language is tonality (the ability to detect sarcasm, humour, etc).
The ability to synthesize, or "put together" concepts, and respond, or argue these concepts. Of course grammatical knowledge is an essential facet of strong linguistic competence.
2. Once you’ve got a picture in your mind of someone who is “competent” in a language, you can check out the official definition of the word from the Online Merriam-Webster Dictionary:
(From the Merriam-Webster Dictionary)
1: proper or rightly pertinent
2: having requisite or adequate ability or qualities : fit (a competent teacher) (a competent piece of work)
3: legally qualified or adequate (a competent witness)
4: having the capacity to function or develop in a particular way; specifically : having the capacity to respond (as by producing an antibody) to an antigenic determinant
This definition also references another definition, competent--for language learners, and is as follows:
[more competent; most competent] 1 : having the necessary ability or skills : able to do something well or well enough to meet a standard
3. Think about a group of students you’d like to teach. What is likely to be their main goal for learning English?
One of the main goals my current students is to be able to function adequately in a post-secondary education environment. Though the CLDs point towards a minimum level 8 being most appropriate for post-secondary education, I'm certain many enter university below this level. That is not to say they cannot succeed. When a person is motivated to learn, or even simply linguistically talented, much learning can occur. Meeting the goal in being proficient at CLB level 8 would likely be a central goal in my students.
4. What kinds of language tasks would these students be able to perform competently if they reached their goal?
Benchmark 8 tasks are specified by the following:
SPEAKING
-I am comfortable speaking about almost any topic that comes up in normal conversation in social situations or at work.
-I can manage a conversation, check comprehension, encourage others and handle minor conflicts.
-I am able to address large groups or participate in group discussions.
-I can speak on familiar topics at both concrete and abstract levels (15 - 20 minutes).
-I can present information, give instructions, propose and recommend.
-I can provide descriptions, opinions and explanations. I can synthesize abstract complex ideas and hypothesize.
-I can ask questions, analyze and compare information in order to make decisions.
-I have an expanded inventory of concrete, idiomatic and conceptual language.
People rarely have trouble understanding me.
-I am comfortable talking on the phone.
LISTENING
-When someone is speaking, I can understand the main points, details, purpose, and attitude.
-I can recognize different levels of formality.
-I can understand some technical conversations, especially about my line of work.
-I can understand abstract and complex ideas on a familiar topic.
-I recognize other people’s moods, attitudes and feelings.
-I can understand many local idioms and expressions and can follow detailed stories of general interest.
-I can follow detailed and extended instructions if they are clear and coherent.
-I can usually understand phone messages, even on unfamiliar, non-routine subjects.
-I can read popular newspapers, magazine
READING
-I can follow main ideas, key words and important details in a text of 2-5 pages
on a familiar subject.
-I can read popular newspapers, magazine articles.
-I can find relevant points in a text, but sometimes I need clarification
of idioms or cultural references.
-I can locate and integrate several specific pieces of information in a table or
directory across paragraphs
-I am able to follow an extended set of multistep instructions for an established process.
-I read in English to get information for an established process.
-I read in English to get information, to improve my English and develop my reading skills.
-I use a unilingual dictionary for vocabulary building.
-I can read about abstract, conceptual or technical topics.
-I can infer the writer's intention in messages containing general opinions and assessments.
WRITING
-I can write routine business letters and Listening.
-I can link sentences and 3 – 4 paragraphs to form coherent texts to express ideas on
familiar, abstract topics with some support for main ideas and an
appropriate sense of audience.
-I can write down a set of simple communication or simple procedural text
instructions based on clear oral of greater length.
-I can fill out complex forms.
-I can extract key information and relevant detail from a page-long text or 10 – 15
minute oral presentation, and write an outline or a one-paragraph summary.
-I reduce information to the main points with no major omissions.
-I demonstrate good control over common I can write numbers. sentence patterns, grammar, and spelling.
-I can write an effective resume and cover letter.
-I can write an incident report or memo.
5. What types of social or cultural knowledge might they need in addition to structural and functional knowledge about the language?
Now read the first two sections of the attached article by Vesna Baraic and Jelena Mihaljevic Djigunovic, and answer the questions that follow. The answers do not need to be submitted, but working through the questions thoroughly will ensure that you have considered the essential points.
6. How did each of the theorists mentioned in the first section contribute to the understanding of communicative competence?
(from course material)
By focusing on language usage in a range of communication contexts, new ideas about learning emerged. Social aspects of language were researched. Affective or psychological factors that contribute to learning became more important. “Language for specific purposes” gained momentum as a way of thinking more precisely about both the motivations for learning and the structures that might be needed in different situations. At the same time, the Canadian experiment with French immersion was underway in public schools, trying to make language learning as authentic and culturally rich as possible. The aim of language teaching was increasingly about helping students to become competent communicators in real- life settings.
The term “communicative competence” was coined during this time as a deliberate contrast to the earlier focus on “linguistic competence” and to reflect the new, social view of language use. The focus changed from knowledge about a language to skill in using language appropriately in different settings. This view necessitated a significant shift in language teaching methodology too. The focus of language instruction now needed to be on authentic interactions, real materials and meaningful activities.
7. Provide a definition for each of the following: grammatical competence, sociolinguistic competence, discourse competence, strategic competence.
Grammatical competence is the ability to recognize and produce the distinctive grammatical structures of a language and to use them.
Sociolinguistic competence is knowing how to use and respond to language appropriately, given the setting, topic, and varous social and conversational context.
Discourse competence relates to Textual discourse competence --the ability to interpret written texts of different genres.
strategic competence is the ability to solve communication problems despite an inadequate command of the language in question.
8. What areas comprise language ability, according to Bachman and Palmer
(1996)?
Linguistic competence -----> Accuracy of grammar Intelligibility of speech
Textual competence --------> Organization of discourse: coherence Cohesion
Socio-cultural competence ----> Appropriateness
9. How does the CEF model of 2001 manage the balance between knowledge
about language and ability to use language?
One major factor in being fully linguistically competent is the ability to understand cultural references within language. Other factors essential to a "full" understanding of language is tonality (the ability to detect sarcasm, humour, etc).
The ability to synthesize, or "put together" concepts, and respond, or argue these concepts. Of course grammatical knowledge is an essential facet of strong linguistic competence.
2. Once you’ve got a picture in your mind of someone who is “competent” in a language, you can check out the official definition of the word from the Online Merriam-Webster Dictionary:
(From the Merriam-Webster Dictionary)
1: proper or rightly pertinent
2: having requisite or adequate ability or qualities : fit (a competent teacher) (a competent piece of work)
3: legally qualified or adequate (a competent witness)
4: having the capacity to function or develop in a particular way; specifically : having the capacity to respond (as by producing an antibody) to an antigenic determinant
This definition also references another definition, competent--for language learners, and is as follows:
[more competent; most competent] 1 : having the necessary ability or skills : able to do something well or well enough to meet a standard
3. Think about a group of students you’d like to teach. What is likely to be their main goal for learning English?
One of the main goals my current students is to be able to function adequately in a post-secondary education environment. Though the CLDs point towards a minimum level 8 being most appropriate for post-secondary education, I'm certain many enter university below this level. That is not to say they cannot succeed. When a person is motivated to learn, or even simply linguistically talented, much learning can occur. Meeting the goal in being proficient at CLB level 8 would likely be a central goal in my students.
4. What kinds of language tasks would these students be able to perform competently if they reached their goal?
Benchmark 8 tasks are specified by the following:
SPEAKING
-I am comfortable speaking about almost any topic that comes up in normal conversation in social situations or at work.
-I can manage a conversation, check comprehension, encourage others and handle minor conflicts.
-I am able to address large groups or participate in group discussions.
-I can speak on familiar topics at both concrete and abstract levels (15 - 20 minutes).
-I can present information, give instructions, propose and recommend.
-I can provide descriptions, opinions and explanations. I can synthesize abstract complex ideas and hypothesize.
-I can ask questions, analyze and compare information in order to make decisions.
-I have an expanded inventory of concrete, idiomatic and conceptual language.
People rarely have trouble understanding me.
-I am comfortable talking on the phone.
LISTENING
-When someone is speaking, I can understand the main points, details, purpose, and attitude.
-I can recognize different levels of formality.
-I can understand some technical conversations, especially about my line of work.
-I can understand abstract and complex ideas on a familiar topic.
-I recognize other people’s moods, attitudes and feelings.
-I can understand many local idioms and expressions and can follow detailed stories of general interest.
-I can follow detailed and extended instructions if they are clear and coherent.
-I can usually understand phone messages, even on unfamiliar, non-routine subjects.
-I can read popular newspapers, magazine
READING
-I can follow main ideas, key words and important details in a text of 2-5 pages
on a familiar subject.
-I can read popular newspapers, magazine articles.
-I can find relevant points in a text, but sometimes I need clarification
of idioms or cultural references.
-I can locate and integrate several specific pieces of information in a table or
directory across paragraphs
-I am able to follow an extended set of multistep instructions for an established process.
-I read in English to get information for an established process.
-I read in English to get information, to improve my English and develop my reading skills.
-I use a unilingual dictionary for vocabulary building.
-I can read about abstract, conceptual or technical topics.
-I can infer the writer's intention in messages containing general opinions and assessments.
WRITING
-I can write routine business letters and Listening.
-I can link sentences and 3 – 4 paragraphs to form coherent texts to express ideas on
familiar, abstract topics with some support for main ideas and an
appropriate sense of audience.
-I can write down a set of simple communication or simple procedural text
instructions based on clear oral of greater length.
-I can fill out complex forms.
-I can extract key information and relevant detail from a page-long text or 10 – 15
minute oral presentation, and write an outline or a one-paragraph summary.
-I reduce information to the main points with no major omissions.
-I demonstrate good control over common I can write numbers. sentence patterns, grammar, and spelling.
-I can write an effective resume and cover letter.
-I can write an incident report or memo.
5. What types of social or cultural knowledge might they need in addition to structural and functional knowledge about the language?
Now read the first two sections of the attached article by Vesna Baraic and Jelena Mihaljevic Djigunovic, and answer the questions that follow. The answers do not need to be submitted, but working through the questions thoroughly will ensure that you have considered the essential points.
6. How did each of the theorists mentioned in the first section contribute to the understanding of communicative competence?
(from course material)
By focusing on language usage in a range of communication contexts, new ideas about learning emerged. Social aspects of language were researched. Affective or psychological factors that contribute to learning became more important. “Language for specific purposes” gained momentum as a way of thinking more precisely about both the motivations for learning and the structures that might be needed in different situations. At the same time, the Canadian experiment with French immersion was underway in public schools, trying to make language learning as authentic and culturally rich as possible. The aim of language teaching was increasingly about helping students to become competent communicators in real- life settings.
The term “communicative competence” was coined during this time as a deliberate contrast to the earlier focus on “linguistic competence” and to reflect the new, social view of language use. The focus changed from knowledge about a language to skill in using language appropriately in different settings. This view necessitated a significant shift in language teaching methodology too. The focus of language instruction now needed to be on authentic interactions, real materials and meaningful activities.
7. Provide a definition for each of the following: grammatical competence, sociolinguistic competence, discourse competence, strategic competence.
Grammatical competence is the ability to recognize and produce the distinctive grammatical structures of a language and to use them.
Sociolinguistic competence is knowing how to use and respond to language appropriately, given the setting, topic, and varous social and conversational context.
Discourse competence relates to Textual discourse competence --the ability to interpret written texts of different genres.
strategic competence is the ability to solve communication problems despite an inadequate command of the language in question.
8. What areas comprise language ability, according to Bachman and Palmer
(1996)?
Linguistic competence -----> Accuracy of grammar Intelligibility of speech
Textual competence --------> Organization of discourse: coherence Cohesion
Socio-cultural competence ----> Appropriateness
9. How does the CEF model of 2001 manage the balance between knowledge
about language and ability to use language?
Thursday, January 26, 2012
Canadian Language Benchmarks (CLB)
In Canada, this type of standardization is reflected in the work of the Centre for Canadian Language Benchmarks (CCLB), which administers and monitors the Canadian Language Benchmarks (CLB), a national assessment tool that is widely used to describe language proficiency across the four modalities in Canada. It is used as a way of informing adult immigrants about their language levels and referring them to appropriate upgrading opportunities.
The “benchmarking” process can also be used to assess language skills required in jobs or training programs, meaning that individuals can get some sense of their readiness for different jobs or programs.
The CLBs contain four modalities are reading, writing, listening and speaking - and are measured through 12 levels.
The CLBs give us a common measure of language learning, or aptitude.
In the past, teachers tended to "do their own thing". When a student would move from to program to program, retesting was needed.
In addition, there was varying descriptions relating to measuring language understanding. Now, learners are now able to measure their understanding, and be able to set measurable, definable goals for themselves.
The CLBs are not a test and are not meant to support any ideology. Rather they strive to be learner centered, as in supportive to language students.
Good pedagogy means there is a connect between the way you assess and the way you teach.
If you teach in a task scenario, then give students multiple-choice questions, they will not perform at their best. This is why it's important to include task-based instruction in the teaching of language.
As teachers we must not "get stuck" at the linguistic levels; rather, we must address ALL of the students meta-cognitive needs.
A student being aware grammar rules is not very useful if they cannot communicate properly. When observing level of understanding, we can ask, what kind of messages can the student carry-out? Are they linguistically competent? Actionably competent?
We DO things with language, this is functional competence, sociolinguistic competence. Language and culture are also inextricably linked. If one doesn't understand the cultural references and context in a language to fully understand and communicate. Benchmark levels are task oriented. By tasks we mean "real-world" tasks. For example, making appointments, filling-out documents, etc.
Communicative competence involve an interrelation between a number of factors. Gestures, tone of voice, space, all the things that are part of communicating effectively.
5. Go to the first column for Reading. Begin by taking a look at the “General Characteristics of Learners”. What are the reading sub-skills used in the chart (first column, left-hand side). Are these the same for all proficiency levels? Why or why not?
6. Compare the characteristics of learners at different levels. How does a learner at level 1 differ from a learner at levels 4, 7 or 12? We will be using these four levels (ie. 1, 4, 7, 12) as the focus in this module, because they approximate low beginner, low intermediate, high intermediate and highly advanced learners.
(From Wikipedia)
"The Canadian Benchmarks are a 12-point scale of task-based language proficiency descriptors used to guide the teaching and assessment of ESL learners in Canada. Like the Common European Framework of Reference for Languages and the ACTFL Proficiency Guidelines, the Canadian Language Benchmarks describe ESL learners' successive levels of communicative achievement. The CLB's 12 benchmarks are divided into 3 parts: Stage I: Basic Proficiency; Stage II: Intermediate Proficiency; and Stage III: Advanced Proficiency.
Each benchmark is then described in terms of "can do" statements or "Performance Descriptors". For example, the following is the summary descriptor for Benchmark 5: Initial Intermediate Proficiency for writing.
1) Learner demonstrates initial ability in performing moderately complex writing tasks. 2) Can effectively convey an idea, opinion, feeling or experience in a single paragraph. 3) Can write short letters and notes on a familiar topic. 4) Can complete extended application forms. 5) Can take simple dictation with occasional repetitions at a slow to normal rate of speech. 6) Can reproduce in writing simple information received orally or visually. 7) Can write down everyday phone messages. 8) Can complete a short routine report (usually on a form) on a familiar topic. etc."
Generally, a benchmark 8 student is seen as (depending on area of study) likely ready for post-secondary education.
7. If you have worked with EAL speakers in the past, try to mentally place their reading skills along the continuum.
8. Compare the Benchmark 3 reading levels with Benchmark 4 reading levels. How long do you think it would take for someone to move up a whole Benchmark?
9. Go to pages 4-6 in the Companion Tables document. This is the section called “General Characteristics of the Text”. Check out the characteristics in the first column, and then compare the descriptions for Benchmark 1, 4, 7 and 12.
10. Choose a few of the documents you have gathered, and try to determine what level of reading task would be required for someone to understand the document in its entirety. What makes a document more or less complex, in your opinion?
The “benchmarking” process can also be used to assess language skills required in jobs or training programs, meaning that individuals can get some sense of their readiness for different jobs or programs.
The CLBs contain four modalities are reading, writing, listening and speaking - and are measured through 12 levels.
The CLBs give us a common measure of language learning, or aptitude.
In the past, teachers tended to "do their own thing". When a student would move from to program to program, retesting was needed.
In addition, there was varying descriptions relating to measuring language understanding. Now, learners are now able to measure their understanding, and be able to set measurable, definable goals for themselves.
The CLBs are not a test and are not meant to support any ideology. Rather they strive to be learner centered, as in supportive to language students.
Good pedagogy means there is a connect between the way you assess and the way you teach.
If you teach in a task scenario, then give students multiple-choice questions, they will not perform at their best. This is why it's important to include task-based instruction in the teaching of language.
As teachers we must not "get stuck" at the linguistic levels; rather, we must address ALL of the students meta-cognitive needs.
A student being aware grammar rules is not very useful if they cannot communicate properly. When observing level of understanding, we can ask, what kind of messages can the student carry-out? Are they linguistically competent? Actionably competent?
We DO things with language, this is functional competence, sociolinguistic competence. Language and culture are also inextricably linked. If one doesn't understand the cultural references and context in a language to fully understand and communicate. Benchmark levels are task oriented. By tasks we mean "real-world" tasks. For example, making appointments, filling-out documents, etc.
Communicative competence involve an interrelation between a number of factors. Gestures, tone of voice, space, all the things that are part of communicating effectively.
5. Go to the first column for Reading. Begin by taking a look at the “General Characteristics of Learners”. What are the reading sub-skills used in the chart (first column, left-hand side). Are these the same for all proficiency levels? Why or why not?
6. Compare the characteristics of learners at different levels. How does a learner at level 1 differ from a learner at levels 4, 7 or 12? We will be using these four levels (ie. 1, 4, 7, 12) as the focus in this module, because they approximate low beginner, low intermediate, high intermediate and highly advanced learners.
(From Wikipedia)
"The Canadian Benchmarks are a 12-point scale of task-based language proficiency descriptors used to guide the teaching and assessment of ESL learners in Canada. Like the Common European Framework of Reference for Languages and the ACTFL Proficiency Guidelines, the Canadian Language Benchmarks describe ESL learners' successive levels of communicative achievement. The CLB's 12 benchmarks are divided into 3 parts: Stage I: Basic Proficiency; Stage II: Intermediate Proficiency; and Stage III: Advanced Proficiency.
Each benchmark is then described in terms of "can do" statements or "Performance Descriptors". For example, the following is the summary descriptor for Benchmark 5: Initial Intermediate Proficiency for writing.
1) Learner demonstrates initial ability in performing moderately complex writing tasks. 2) Can effectively convey an idea, opinion, feeling or experience in a single paragraph. 3) Can write short letters and notes on a familiar topic. 4) Can complete extended application forms. 5) Can take simple dictation with occasional repetitions at a slow to normal rate of speech. 6) Can reproduce in writing simple information received orally or visually. 7) Can write down everyday phone messages. 8) Can complete a short routine report (usually on a form) on a familiar topic. etc."
Generally, a benchmark 8 student is seen as (depending on area of study) likely ready for post-secondary education.
7. If you have worked with EAL speakers in the past, try to mentally place their reading skills along the continuum.
8. Compare the Benchmark 3 reading levels with Benchmark 4 reading levels. How long do you think it would take for someone to move up a whole Benchmark?
9. Go to pages 4-6 in the Companion Tables document. This is the section called “General Characteristics of the Text”. Check out the characteristics in the first column, and then compare the descriptions for Benchmark 1, 4, 7 and 12.
10. Choose a few of the documents you have gathered, and try to determine what level of reading task would be required for someone to understand the document in its entirety. What makes a document more or less complex, in your opinion?
FORMAL VS. INFORMAL LEARNING
(FROM COURSE MATERIAL)
What do these numbers mean for instruction? It means that we can draw on our students’ existing strengths as independent and collaborative learners. We can use what they already know as a launching pad for learning new skills, and we can allow learners certain freedoms and responsibilities in shaping their learning.
Looking back at your own list, is the balance similar to the figures mentioned above?
The importance of formal learning is not to be minimized however, and of course that is where most of us will be teaching. As capable as our learners are of learning independently, there are times when formal learning is the best or only answer. We wouldn’t want a doctor to learn by trial and error either!
The kinds of formal learning can be as varied as informal learning. Highly-structured institutional programs come to mind immediately, but formal learning also includes multi-media or distance education courses, technical training opportunities in workshops and laboratories, immersion programs, study tours, conferences and seminars, or online professional development events. Again, we can draw on this variety and incorporate elements into the classroom to make for a richer learning experience.
What do these numbers mean for instruction? It means that we can draw on our students’ existing strengths as independent and collaborative learners. We can use what they already know as a launching pad for learning new skills, and we can allow learners certain freedoms and responsibilities in shaping their learning.
Looking back at your own list, is the balance similar to the figures mentioned above?
The importance of formal learning is not to be minimized however, and of course that is where most of us will be teaching. As capable as our learners are of learning independently, there are times when formal learning is the best or only answer. We wouldn’t want a doctor to learn by trial and error either!
The kinds of formal learning can be as varied as informal learning. Highly-structured institutional programs come to mind immediately, but formal learning also includes multi-media or distance education courses, technical training opportunities in workshops and laboratories, immersion programs, study tours, conferences and seminars, or online professional development events. Again, we can draw on this variety and incorporate elements into the classroom to make for a richer learning experience.
Welcome to my English Language Learning Blog!
C1M1
2. Now take a look at your list, and identify the things that you learned on your own by ‘trial and error’, ie. by making mistakes and trying again. How many of the twenty things did you learn by this method? (Marked as SELF)
3. Identify the things on your list that you learned because someone showed you or because you watched someone while it was done. How many of the twenty things did you learn through other people? (Marked as OTHER)
4. Besides the items you chose for #2 and #3 above, you probably don’t have many things left on your list. For how many of the items did you take a formal course?
(Marked as COURSE)
PERSONAL:
Minimize interaction with real-estate agent, sellers when buying a home.(OTHER)
Learned that every workplace has a distinct culture-Some bad, some putrid. (SELF)
Sometimes, you can't even depend on family. (SELF)
Even if you Don't Know Something, “acting lost” is to be avoided. (SELF)
To be a good poker player you must have some luck. (SELF)
LEISURE:
There is much calming value in silence. (OTHER)
Learned about the life of Keith Richards. (OTHER)
Learned about a 90's band called Old Skull. (OTHER)
Learned about a Chess Player named Magnus Carlson(SELF)
Learned about online advertising, how you must have many viewers to benefit.(SELF)
Learned a little more about backgammon (SELF)
Learned about techniques on statistical analysis of investment data. (SELF)
Learned about the affordability of Florida. (OTHER)
Learned about Italy, Italian culture. (OTHER)
Learned about teaching English. (COURSE/SELF/OTHER)
HOME:
Techniques on cleaning a car improved. (SELF)
Learned about the Middle East, political events (SELF/OTHER)
Learned how to stop hiccups.(OTHER)
Learned how to make a simple video game. (SELF)
Learned about blogging styles. (SELF)
Learned how to “drift” a car. (SELF)
5.
Make a list of all the different ways that languages can be learned. Think of both formal and informal ways. Try to remember ways that you may have learned quirky words, phrases or funny idiomatic expressions in other languages.
Which methods of learning languages are most common? Which of the more unusual learning strategies could be incorporated into a classroom?
1)“independent” learning. Most of this learning is completely unguided, although some of it may be based on information sources (audio tapes, CDs, manuals, books) that serve as a stand-in for an instructor.
2)“Apprenticeship” learning, is when someone with more experience is mentoring someone with less experience, demonstrating how to complete a task step-by-step.
3)“peer-based” or “collaborative” learning, is when a group of peers with similar the same understanding learn though each-other. This is the predominant form of online learning.
I have a friend who is an accomplished acrobat (of sorts). He once was telling me "you learn how to learn". When an individual is learning on her or his' highest level, we are able to draw upon a multitude of experience, present and past, and synthesize this information in multiples ways.
I think the reason people learn best when they are alone is twofold.
Firstly, people tend to be judgmental, and being subject to any type of comparison, assessment or classification, hinder ones own belief of the extend of learning that is possible.
Secondly, people can also be a distraction.
Yet to "complete" the learning process we need the validation of interaction, this allows us to confirm and fine-tune what we think we know.
According to my material, a study was conducted at the University of Toronto, determined that around 20% of adult learning takes place in a formal setting.
That is, most learning (as adults) occurs informally and alone.
one could perhaps argue, however that cross-over from these "types of learning" might challenge some of the validity in focusing on dichotomy. For example, say a person in communicating with a peer directly, yet controlling the scope (audio/video) of that communication. I digress.
Directly relevant to me is that teaching is not all "performing" in front of the class, rather teaching also involves significant time where the student is working independently from the teacher or in peer-groups during a given lesson.
2. Now take a look at your list, and identify the things that you learned on your own by ‘trial and error’, ie. by making mistakes and trying again. How many of the twenty things did you learn by this method? (Marked as SELF)
3. Identify the things on your list that you learned because someone showed you or because you watched someone while it was done. How many of the twenty things did you learn through other people? (Marked as OTHER)
4. Besides the items you chose for #2 and #3 above, you probably don’t have many things left on your list. For how many of the items did you take a formal course?
(Marked as COURSE)
PERSONAL:
Minimize interaction with real-estate agent, sellers when buying a home.(OTHER)
Learned that every workplace has a distinct culture-Some bad, some putrid. (SELF)
Sometimes, you can't even depend on family. (SELF)
Even if you Don't Know Something, “acting lost” is to be avoided. (SELF)
To be a good poker player you must have some luck. (SELF)
LEISURE:
There is much calming value in silence. (OTHER)
Learned about the life of Keith Richards. (OTHER)
Learned about a 90's band called Old Skull. (OTHER)
Learned about a Chess Player named Magnus Carlson(SELF)
Learned about online advertising, how you must have many viewers to benefit.(SELF)
Learned a little more about backgammon (SELF)
Learned about techniques on statistical analysis of investment data. (SELF)
Learned about the affordability of Florida. (OTHER)
Learned about Italy, Italian culture. (OTHER)
Learned about teaching English. (COURSE/SELF/OTHER)
HOME:
Techniques on cleaning a car improved. (SELF)
Learned about the Middle East, political events (SELF/OTHER)
Learned how to stop hiccups.(OTHER)
Learned how to make a simple video game. (SELF)
Learned about blogging styles. (SELF)
Learned how to “drift” a car. (SELF)
5.
Make a list of all the different ways that languages can be learned. Think of both formal and informal ways. Try to remember ways that you may have learned quirky words, phrases or funny idiomatic expressions in other languages.
Which methods of learning languages are most common? Which of the more unusual learning strategies could be incorporated into a classroom?
1)“independent” learning. Most of this learning is completely unguided, although some of it may be based on information sources (audio tapes, CDs, manuals, books) that serve as a stand-in for an instructor.
2)“Apprenticeship” learning, is when someone with more experience is mentoring someone with less experience, demonstrating how to complete a task step-by-step.
3)“peer-based” or “collaborative” learning, is when a group of peers with similar the same understanding learn though each-other. This is the predominant form of online learning.
I have a friend who is an accomplished acrobat (of sorts). He once was telling me "you learn how to learn". When an individual is learning on her or his' highest level, we are able to draw upon a multitude of experience, present and past, and synthesize this information in multiples ways.
I think the reason people learn best when they are alone is twofold.
Firstly, people tend to be judgmental, and being subject to any type of comparison, assessment or classification, hinder ones own belief of the extend of learning that is possible.
Secondly, people can also be a distraction.
Yet to "complete" the learning process we need the validation of interaction, this allows us to confirm and fine-tune what we think we know.
According to my material, a study was conducted at the University of Toronto, determined that around 20% of adult learning takes place in a formal setting.
That is, most learning (as adults) occurs informally and alone.
one could perhaps argue, however that cross-over from these "types of learning" might challenge some of the validity in focusing on dichotomy. For example, say a person in communicating with a peer directly, yet controlling the scope (audio/video) of that communication. I digress.
Directly relevant to me is that teaching is not all "performing" in front of the class, rather teaching also involves significant time where the student is working independently from the teacher or in peer-groups during a given lesson.
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