Principles of Language Acquisition
Principles of Language Acquisition
Cover
Acknowledgements
1. Language and Identity
1.1. What Is a Speech Community?
1.2. Coercive vs. Collaborative Relations
1.3. Language Minority Stories
2. Who Are English Learners?
2.1. Reflection Model
2.2. Inclusive Pedagogy
2.2. Makoto Critical Incident
2.3. Assumptions to Rethink about English Learners
2.4. Critical Learning Domains
3. Understanding Theory
3.1. Communication, Pattern, and Variability
3.2. Five Curriculum Guidelines
3.3. Indicators of Instructional Conversation (IC)
3.4. Indicators of the Standards for Effective Pedagogy
3.5. Standards for Effective Pedagogy
3.6. Examining Current Realities
4. Input
4.1. Input and Native Language Acquisition
4.2. Input and Second Language Acquisition
4.3. The Interdependence Hypothesis
4.4. The Threshold Hypothesis
4.5. Vocabulary Development and Language Transfer
4.6. Text Modification
5. Interaction
5.1. Code Switching and Interaction
5.2. Characteristics of Modifications for Interaction
5.3. How Can Teachers Help Second Language Learners Begin to Communicate?
5.4. Classroom Routines and Participation Structures
5.5. We Can Talk: Cooperative Learning in the Elementary ESL Classroom
6. Stages of Development
6.1. Proficiency Levels Defined
7. Errors and Feedback
7.1. Points to Remember About Errors
7.2. Effective and Appropriate Feedback for English Learners
8. Types of Proficiencies
8.1. Fostering Second Language Development in Young Children
8.2. Instructional Conversation in Native American Classroom
8.3. Student Motivation to Learn
8.4. Language Learning Strategies: An Update
8.5. Three Misconceptions about Age and L2 Learning
9. Types of Performances
9.1. Understanding BICS and CALP
9.2. The Order of Acquisition and The Order of Use
9.3. Schumann's Acculturation Model
9.4. Implications From the Threshold and Interdependence Hypotheses
9.5. Lily Wong Fillmore’s Cognitive and Social Strategies for Second Language Learners
10. Classroom Practices and Language Acquisition
Index
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References
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Abstracts
Acknowledgements
Language and Identity
What Is a Speech Community?
Annela Teemant
&
Stefinee E. Pinnegar
Coercive vs. Collaborative Relations
Annela Teemant
&
Stefinee E. Pinnegar
Language Minority Stories
Annela Teemant
&
Stefinee E. Pinnegar
Who Are English Learners?
Reflection Model
Stefinee E. Pinnegar
Inclusive Pedagogy
Annela Teemant
&
Stefinee E. Pinnegar
Makoto Critical Incident
Annela Teemant
&
Stefinee E. Pinnegar
Assumptions to Rethink about English Learners
Critical Learning Domains
Understanding Theory
Communication, Pattern, and Variability
Annela Teemant
&
Stefinee E. Pinnegar
Five Curriculum Guidelines
Indicators of Instructional Conversation (IC)
Indicators of the Standards for Effective Pedagogy
Standards for Effective Pedagogy
Examining Current Realities
Input
Input and Native Language Acquisition
Annela Teemant
&
Stefinee E. Pinnegar
Input and Second Language Acquisition
Annela Teemant
&
Stefinee E. Pinnegar
The Interdependence Hypothesis
Annela Teemant
&
Stefinee E. Pinnegar
The Threshold Hypothesis
Annela Teemant
&
Stefinee E. Pinnegar
Vocabulary Development and Language Transfer
Annela Teemant
&
Stefinee E. Pinnegar
Text Modification
Mary F. Rice
Interaction
Code Switching and Interaction
Annela Teemant
&
Stefinee E. Pinnegar
Characteristics of Modifications for Interaction
Annela Teemant
&
Stefinee E. Pinnegar
How Can Teachers Help Second Language Learners Begin to Communicate?
Annela Teemant
&
Stefinee E. Pinnegar
Classroom Routines and Participation Structures
Annela Teemant
&
Stefinee E. Pinnegar
We Can Talk: Cooperative Learning in the Elementary ESL Classroom
Annela Teemant
&
Stefinee E. Pinnegar
Stages of Development
Proficiency Levels Defined
Annela Teemant
&
Stefinee E. Pinnegar
Errors and Feedback
Points to Remember About Errors
Annela Teemant
&
Stefinee E. Pinnegar
Effective and Appropriate Feedback for English Learners
Bohdana Allman
Types of Proficiencies
Fostering Second Language Development in Young Children
Instructional Conversation in Native American Classroom
Student Motivation to Learn
Language Learning Strategies: An Update
Three Misconceptions about Age and L2 Learning
Annela Teemant
&
Stefinee E. Pinnegar
Types of Performances
Understanding BICS and CALP
Annela Teemant
&
Stefinee E. Pinnegar
The Order of Acquisition and The Order of Use
Schumann's Acculturation Model
Stefinee E. Pinnegar
&
Annela Teemant
Implications From the Threshold and Interdependence Hypotheses
Annela Teemant
&
Stefinee E. Pinnegar
Lily Wong Fillmore’s Cognitive and Social Strategies for Second Language Learners
Annela Teemant
&
Stefinee E. Pinnegar
Classroom Practices and Language Acquisition
Index