INNOVATIVE STRATEGIES

AND INSTRUCTIONAL
MATERIALS FOR
TEACHING ENGLISH TO
FILIPINO LEARNERS
Jocelyn L. Alimondo, PhD Lang Ed
November 30, 2019
SECOND LANGUAGE
ACQUISITION
THEORIES

What strategies and materials

will I use?
Early Childhood Bilingualism
• Simultaneous Bilinguals – children who hear more
than one language virtually from birth
• Sequential bilinguals – those who learn second
language later in their life
RESEARCH FINDINGS:

• When simultaneous bilinguals are in contact

with both languages in a variety of settings,
there is every reason to expect that they will
progress in their development of both
languages at a rate and in manner which are
not different from those of monolingual
children.
• There may be considerable differences in the
amount of metalinguistic knowledge they develop
and in the type of vocabulary they acquire in the two
languages; nevertheless, there seems to be little
support for the myth that learning more than one
language in early childhood slows down the child’s
linguistic or cognitive development.
q Subtractive Bilingualism
- A case when children may begin to lose the
family language before they have developed
an age –appropriate mastery of the new
language
 Theories of second
language acquisition
Krashen’s Input
Hypothesis
1. The acquisition-learning hypothesis
• Acquisition – a subconscious and intuitive process
of constructing the system of a language, not unlike
the process
• Conscious learning – learners attend to form,
figure out rules, and are generally aware of their own
process

According to Krashen, fluency in 2nd

language performance is due to what we
have acquired, not what we have learned
2. The monitor hypothesis
• The “monitor” is involved in learning, not
acquisition. It is a device for ‘watchdogging’ one’s
output, for editing and making alterations or
corrections as they are consciously perceived.

Only once fluency is established

should an optimal amount of
monitoring or editing be employed by
the learner
3. The Natural Order Hypothesis
• Krashen claimed that we acquire language
rules in a predictable or “natural” order
• Learners would benefit from delaying
production until speech emerges, that learners
must be as relaxed as possible in the
classroom, and that a great deal of
communication and “acquisition” should take
place.
4. The input hypothesis
• Claims that an important “condition” for
language acquisition to occur is that the
acquirer understand (via hearing or reading)
input language that contains structure “a bit
beyond his or her current level of competence
(I + 1) Not (1+ 2) nor (1+ 0)
• In other words, the language that learners are
exposed to should be just far enough beyond their
current competence that they can understand
most of it but still be challenged to make progress.
• The corollary to this is that input should neither
be so far beyond their reach that they are
overwhelmed (i+2) nor so close to their current
stage that they are not challenged (i+0).
Implication to language Teaching
• Speaking must not be taught directly or
very early in the language classroom.
Speech will “emerge” once the acquirer
has built up enough comprehensible
input (i+1)
5. Affective filter hypothesis
• Krashen has further claimed that the best
acquisition will occur in environments where
anxiety is low and defensiveness absent, or, in
Krashen’s terms, in contexts where the
‘affective filter’ is low
Long’s interaction hypothesis
The social constructivist perspectives that are
associated with more current approaches to both
first and second language acquisition emphasize
the dynamic nature of the interplay between
learners with their peers and their teachers and
other with whom they interact.
Modification interaction
• Various modifications that native speakers
and other interlocutors create in order to
render their input comprehensible to learners
• Defined as the various modifications that
native speakers and other interlocutors create
in order to render their input (language)
comprehensible to learners.
Example of modified interaction:
• Native speakers often slow down speech to second
language learners
• Comprehension checks: “Go down to the subway”—do
you know the word ‘subway’?
• Clarification/repair requests: “Did you say ‘to the right’?
• Paraphrase: “I went to a New Year’s Eve party, you
know, December 31st, the night before the first day of
the new year.”
Implications to Language Learning:
• Long’s Interaction Hypothesis has pushed pedagogical research
on SLA into a new frontier. It centers us on the language classroom
not just as a place where learners of varying abilities and styles and
backgrounds mingle, but as a place where the contexts for
interaction are carefully designed. It focuses materials and
curriculum developers on creating the optimal environments and
tasks for input and interaction such that the learner will be stimulated
to create his or her own learner language in a socially constructed
process.
 WHAT CLASSROOM
ACTIVITIES CAN
SUPPORT SLA?

Performance Competence
Natural Approach
• Krashen’s Hypothesis
COMMUNICATIVE LANGUAGE
TEACHING
• Emphasizes interaction
Example 1:
Example 2:
SLA and Technology
(Language Laboratory)

• Digital Story
• Podcasts
• Sing-a-long
EXERCISES
What language skills are developed by
the following strategies?
• Video 1
• Video 2
• Video 3
WORKSHOP