How

Language
s are
Learned
and
Acquired
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The Interactive Approach: Making
Learning Meaningful

Interactive Learning in Content-

Based Language Classes
Teachers must create language
learning opportunities that connect
to the students communities and
content areas to build literacy and
increase knowledge.

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The Interactive Approach: Making
Learning Meaningful
Content-Based Language Learning
CBI for ESL serves as a bridge to
mainstream classes:
promotes higher level thinking

allows for meaningful discussion

of students cultures
reinforces thinking through the

4 skills CBI
Mainstream
ELLs
Classes 3
The Interactive Approach: Making
Learning Meaningful

A Synthesis of Sociocultural and

Psycholinguistic Theories and
Practices
Teachers can choose methods,
strategies and activities that best
enhance second language learning in
their classrooms.

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The Interactive Approach: Making
Learning Meaningful
Influence of Cognitive Researchers
Krashen:

meaning over form

comprehensible input (i+1)

ample opportunity for meaningful

interaction
Wong-Fillmore:

1st and 2nd language acquisition:

Language Acquisition Device (LAD) vs.

general cognitive skills

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The Interactive Approach: Making
Learning Meaningful

McLaughlin: second language learning involves social

interaction
Language is used to communicate meaning

Need for language-rich environment

Children should experiment with language

Vygotsky: sociocultural perspective:

self-talk

zone of proximal development (scaffolding)

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The Role of Interaction in
Language and Literacy Learning
Communication systems consist of language
and nonverbal cues
Language

learned and used through

interaction
used to construct and transmit

knowledge
Nonverbal cues

are meaningful

visual, olfactory, gestural, kinesthetic

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Interaction and Roles of L1 &
L2
Meaningful Interaction
Linguistic input becomes comprehensible through

interaction
An active learner who must use language to

communicate a purpose negotiates meaning

An interaction leads to multiple perspectives

The same interaction may afford

learner different outcomes

depending on their orientation to,
receptivity to and interaction with
the context of the interaction.

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Interaction and Roles of L1 &
L2
Authentic Interactions
Instruction should:

make tasks that require the natural use

of certain essential grammatical features

in communication
provide time for noticing gaps in

knowledge of grammar
provide sufficient and task appropriate

feedback which will focus

learner attention on form

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Interaction and Roles of L1 &
L2
Authentic Interactions
Strategic communication skills can be

developed by:
using background knowledge

(schemata)
combining semantic and pragmatic

based strategies
stretching what is

known to compensate
for what is not known
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 Interaction and Roles of L1 &
L2
Authentic Interactions
Sociocultural Perspective - learner comes to

understand how language is used to:

present various perspectives on the world

transform ones reality

voice ones position

act in ones own interests and the

interests of ones community

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Interaction and Roles
of L1 & L2

Relevant Interaction
Psycholinguistic framework
Chamot & OMalley

build linguistic and learning skills

through content study
Sociocultural framework
Critical literacy and language awareness
empowers students to effect social change
and challenge existing hierarchies

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Interaction and Roles
of L1 & L2
Reflection and Action
Reflective skills allow for learner to
develop better self-awareness and
control, automaticity and ability to make
changes in their linguistic behavior
Reflection plays a major role in
organizing and converting past
experiences into knowledge and new
understanding.

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Interaction and Roles of L1 &
L2
Feedback:
should not be limited to linguistic
forms
should encourage learners to express
their thoughts as they learn to
manage their language production
FEEDBACK

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Second Language Teaching
Strategies

Traditional approaches: text-book driven and

teacher-controlled with little opportunity for
interaction

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 Second Language Teaching
Strategies

Dialectic approaches:
learning practices facilitated

by instruction
include interactive, discovery,

hands-on learning
use cooperative learning,

thematic lessons, process

writing , performance/
portfolio assessment, critical
thinking, learning strategies

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