ARIZONA STATE UNIVERSITY TESOL

MOD 1
Technique vs content, num eixo. Idealmente, ambos.

Intrinsic motivation.

Zone of proximal development (i+1), Stephen Krashen.

!! Body language + teacher talk (abaixo) + scaffolding.

 Repetition!! "Let me say that again", "in other words"...;

 reduced grammar forms; simplified vocab;
 signpost expressions (first, then, also, for example),
 cultural references (should be familiar to them…);
 elaboration (stop, slow down, redo, include definition and examples);
 ask clarification (check for understanding, monitor for comprehension).

Scaffolding - step by step. 1st model behavior (show examples, break into steps eg frases, exs),
then practice (write?), then on their own (speak).

Have students relate to the material. "Have you ever felt like this?", "this thing happened to me
and I said…"

Stephen Krashen (abaixo):

“Our assumption has been that we first learn structures, then practice using them in
communication, and this is how fluency develops. The input hypothesis says the opposite. It says
we acquire by "going for meaning" first, and as a result, we acquire structure!

“We acquire by understanding language that contains structure beyond our current level of
competence (i + 1). This is done with the help of context or extra-linguistic information.

“As we will discuss later, this implies that the best input should not even attempt to deliberately
aim at i + 1. We are all familiar with syllabi that try to deliberately cover i + 1. There is a "structure
of the day", and usually both teacher and student feel that the aim of the lesson is to teach or
practice a specific grammatical item or structure. Once this structure is "mastered", the syllabus
proceeds to the next one. This part of the input hypothesis implies that such a deliberate attempt
to provide i + 1 is not necessary. As we shall see later, there are reasons to suspect that it may even
be harmful.

“The final part of the input hypothesis states that speaking fluency cannot be taught directly.
Rather, it "emerges" over time, on its own. The best way, and perhaps the only way, to teach
speaking, according to this view, is simply to provide comprehensible input. Early speech will come
when the acquirer feels "ready"; this state of readiness arrives at somewhat different times for
different people, however. Early speech, moreover, is typically not grammatically accurate.
Accuracy develops over time as the acquirer hears and understands more input.”

If we are correct in positing comprehensibility as a crucial requirement for optimal input for
acquisition, the question of how to aid comprehension is a very central one for second language
pedagogy. Indeed, the main function of the second language teacher is to help make input
comprehensible, to do for the adult what the "outside world" cannot or will not do. Studies have
shown that there are many things speakers do linguistically to make their speech more
comprehensible to less competent speakers. Hatch (1979) has summarized the linguistic aspect of
simplified input which appear to promote comprehension. Among these characteristics are:

(1) slower rate and clearer articulation, which helps acquirers to identify word boundaries more
easily, and allows more processing time;

(2) more use of high frequency vocabulary, less slang, fewer idioms;

(3) syntactic simplification, shorter sentences.

MOD 2

Learning: memorize understand recognize; Aquisition: + than learn, learn but apply

Modes of learning: learn overall general meaning vs focus (on eg. piece of grammar). FOCUS VS
DIFFUSED MODE (eg bathtime, mind wanders) – need to narrow in but ALSO step back and not
pay attention to every single mistake. (learn = focus, acquire = diffused, like children, unconscious)

Importance of PRACTICE. Real language environment. Vs. Language rules, grammar, etc. 80/20
rule – 80 practice/diffused mode, 20 instruction, narrow focus mode, grammar, small things, etc.

Focused mode: Cake in oven metaphor – time to process info. SPACED REPETITION. Google “SR
system”. RECYCLE words.

Diffused mode: general tasks like roleplays, talk about x. more than one right answer. Diff kinds of
grammar and vocab. Bonus: critical thinking, away from rules

Accuracy vs. Fluency: Find a Balance and Keep Moving Forward

Language acquisition is a subconscious process; language acquirers are not usually aware of the
fact that they are acquiring language, but are only aware of the fact that they are using the
language for communication. The result of language acquisition, acquired competence, is also
subconscious. We are generally not consciously aware of the rules of the languages we have
acquired. Instead, we have a "feel" for correctness.

MOD 3

Learning a language is kind of like being on a stage – uncomfy. Affective filter (emotions get in way
of learning). Needs lowering for them to take risks. People like to look smart, and choose
strategies to avoid looking dumb.

Relate to them, “when i was learning I also…”, “take your time”, “mistakes are okay”, “almost!”,
etc; practice sessions to practice with “formative feedback”, non formal, vs summative evaluation.
Be ridiculous! Fall on your face! It’s safe for us all here!

François Gouin. xD sometimes being booksmart means being foolish.

… language learning strategies (LLS) that good language learners employ, namely:

 Predicting – using social and contextual clues to guess at the topic

 Using selective attention – paying attention to only what seems important
 Preparing – thinking about what one wants to communicate in advance
 Looking ridiculous – being willing to look foolish in order to complete the task
 Practicing
 Monitoring – correcting one’s own speech for accuracy
 Asking questions
 Taking notes
 Using imagery – relating new information to a visualization
 Finding the answer in multiple ways
 Using physical response – relating new information to a physical action
 Playing – experimenting with language

These are also taught by MODELING! Teacher, don’t be afraid to play and look foolish!

Research over the last decade has confirmed that a variety of affective variables relate to success
in second language acquisition (reviewed in Krashen, 1981). Most of those studied can be placed
into one of these three categories:
 (1) Motivation. Performers with high motivation generally do better in second language
acquisition (usually, but not always, "integrative"

(2) Self-confidence. Performers with self-confidence and a good self-image tend to do better in
second language acquisition.

(3) Anxiety. Low anxiety appears to be conducive to second language acquisition, whether
measured as personal or classroom anxiety.

Affective filter:

MOD 4
5h/week may not be enough. Too many rules. Solution: 80/20 classes + Practice outside
classroom. Academic life vs real life. Language is outside!! List where it will be important; create
language learning goals. English clubs/show and tells/exchanges/penpals/websites/apps etc.

CLIL: content language integrated learning. Prepare eg. a lesson just about the Beatles!

One of mains goals – help students gain autonomy

As we mentioned in the previous videos, it is very important that students get as much practice as
possible communicating in English. Some of this will take place in the classroom, hopefully for
about 80% of the time spent in class. Because English is the dominant language of the Internet,
many of our learners with online access are already engaging in subconscious language
acquisition, which studies have shown to be more powerful than conscious learning (Jarvis &
Krashen, 2014).
MOD 5
Teacher burnout. To avoid it:

- Network/social support/community, there’s lots of stuff out there, don’t reinvent the wheel.

- Sense of control. Focus on what you can do, not what u cannot. Be an agent of change. Find
balance.

Summary: