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Thursday, June 2

  1. page Krashen and the Natural Approach edited ... ü Classroom tasks and activities are centered on students’ interests, and lower their affectiv…
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    ü Classroom tasks and activities are centered on students’ interests, and lower their affective filters. (Krashen & Terrell, 1998)
    The goal of The Natural Approach is “the ability to communicate with native speakers of the target language.” (“Cook”, n.d.) There are five hypotheses that outline the Natural Approach theory. They are defined below.
    The{five.jpg} The Five Hypotheses
    ü The Acquisition-Learning Hypothesis--This hypothesis states that there are two different ways to develop language, through language acquisition and language learning. Language acquisition occurs naturally when language is used in communication and interaction. Language learning involves explicit instruction in language rules and grammar.
    ü The Natural Order Hypothesis—This hypothesis states that the acquisition of grammatical structures happens in a predictable order. (Wilson, 2000) Certain structures are acquired first, followed by more difficult ones.
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  3. file hand 5.docx uploaded
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  4. page Krashen and the Natural Approach edited Dr. Stephen Krashen and the Natural Approach to Second Language Acquisition {http://teacher.sc…

    Dr. Stephen Krashen and the Natural Approach to Second Language Acquisition
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    ü The Input Hypothesis—This hypothesis states that learners acquire language by receiving input that is slightly higher than their current level of language proficiency.
    ü The Affective Filter Hypothesis—This hypothesis reflects the personal attitude of the learner as well as their attitude about their environment. The learner must feel comfortable in their situation, and be motivated to use the target language, in order to acquire more language to be used in communication.
    To{computer_help.jpg} To learn more
    This link gives information about Krashen’s hypotheses and how to apply them in the classroom.
    Krashen’s 6 Hypothesis by Olenka Bilashhttp://www2.education.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/krashen.html
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  5. page Krashen and the Natural Approach edited {http://teacher.scholastic.com/products/scholasticprofessional/images/authors/krashen.gif} Dr.…
    {http://teacher.scholastic.com/products/scholasticprofessional/images/authors/krashen.gif}
    Dr. Stephen Krashen and the Natural Approach to Second Language Acquisition
    {http://teacher.scholastic.com/products/scholasticprofessional/images/authors/krashen.gif}
    Dr. Stephen Krashen
    Dr. Stephen Krashen is professor emeritus at the University of Southern California. He is a linguist and educational researcher. He is known for his theory of second language acquisition known as The Natural Approach, which he developed with Tracy Terrell. Dr. Krashen has published more than 350 papers and books in the fields of second language acquisition, bilingual education, and reading.("Stephen Krashen ")
    The{thumbs-up.jpg} The Natural Approach
    The Natural Approach is a theory of second language learning which focuses on both oral and written communication skills. It was developed on the premise of four principles:
    ü Comprehension of language begins before language production.
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  6. page Integrated View of SLA edited ... Language that a learner is exposed to and notices. (Gass & Selinker, 2001) Approaches: Th…
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    Language that a learner is exposed to and notices. (Gass & Selinker, 2001)
    Approaches: The Natural Approach, TPR, The Affective Filter Hypothesis, Innatist Approach
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    not yet ableable, or they choose not to use
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    the new language, but may not yet be ablelanguage and trying to communicate verbally in that language.connect it to something familiar. The teacher
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    and pictures. Non-verbal communication is their main way of communicating in this stage.
    Materials and Resources Needed:
    ü visuals
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    ü manipulatives
    ü songs
    ü labels (with pictures and words) on classroom items
    Stage 2: Comprehended Input
    Language that a learner understands. (Gass & Selinker, 2001)
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    ü picture/word cards for matching
    ü pocket chart activities
    ü sequencing picture cards
    Stage 3: Comprehended Integration
    Language that is stored for later use. (Gass, 1997)
    Approaches: The Natural Approach, Typological Approach, Communicative Approach
    Explanation:
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    target language. Students may also be able to work independently matching words to pictures, write or draw about familiar topics, and participate in discussions that relate to prior experiences. They can help with interactive and shared writing lessons and use graphic organizers. They may also be able to answer more in depth questions about stories for comprehension.
    Materials and Resources Needed:
    ü visuals
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    http://tqe.siu.edu/473/documents/PDF/strats/kagan_strats.pdf
    ü board games
    ü character, setting, and plot picture/word cards
    ü online computer games for learning grammar
    http://www.marks-english-school.com/games.html
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    Approaches: The Natural Approach, Communicative Approach, Lexical Approach, Interactionist Approach
    Explanation:
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    language skills. They are able to write stories on given topics, as well as use graphic organizers and participate in discussions during shared and guided reading. Grammar lessons, concepts about print, and syntax lessons are appropriate for these students in a small group setting.
    Materials and Resources Needed:
    ü grade level texts
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    ü role play props
    ü research books and opportunities
    ü leveled books for Guided Reading
    ü various graphic organizers for writing

    Suggestions and Tips for Teachers
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    of your students.students and what characteristic is common at each level.
    Create a classroom environment that is safe and secure for all students.
    Celebrate diversity in your classroom.
    Use games and activities that involve partners and group work.
    Encourage your students to be risk-takers, but do not push them to speak.
    Allow students time to talk in L1 and L2.
    Reduce “teacher talk” and increase “student talk”.
    Approaches for Beginners / Limited English Proficiency
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  7. page Professional Development edited ... {info handout.pdf} {sla.jpg} An integrated view of second language acquisition ... View o…
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    {info handout.pdf}
    {sla.jpg} An integrated view of second language acquisition
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    View of SLA Organizer.pdf}SLA.pdf}
    {help.jpg} If you need further assistance, please contact me at
    dana.westveer@mnps.org
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