WHAT'S NEW - FEBRUARY 2005

SECOND LANGUAGE TEACHING METHODS

Welcome to the web site for the Council on Alberta Teaching Standards (COATS). This area of the Web site changes monthly. The theme for this month will be of interest to teachers, administrators, and parents who are exploring issues related to second language teaching methods. The section below identifies several links related to the topic. We hope that you find this web site to be a valuable resource. For quick reference bookmark http://www.teachingquality.ab.ca today!

WEB SITES RELATED TO SECOND LANGUAGE TEACHING METHODS

About the Language Research Centre (LRC)
University of Calgary
Calgary AB
http://fis.ucalgary.ca/lrc/about.asp#activities

This web site reveals a set of initiatives currently underway at the University of Calgary's Language Research Centre (LRC), a part of the Faculty of Humanities. The vision for the LRC focuses on second language teaching and learning, and emphasizes the ties between teaching and research. Research at the LRC has as one of its aims the development of strategies to enhance second language education. Another purpose is to provide professional development opportunities for language teachers whether in the K-12 or post-secondary system. Still another intention of the LRC activity is to enhance provincial policy and best practices regarding second language acquisition.

The Accelerative Integrated Method: A Holistic Approach to the Teaching of French as a Second Language. 2004
Maxwell, W.
Réflexions: Journal of the Canadian Association of Second Language Teachers
http://www.caslt.org/research/aim.htm

This article deals with the Accelerative Integrated Method (AIM) as one approach to teaching French as a second language. AIM is designed to hasten the early acquisition of a second language. Grade two students who have learned with this method have developed a high level of fluency in both reading and writing, a level comparable to that of students in immersion programs. Part of the program's quality lies in its ability to build confidence in students and a feeling that their effort at second language learning is worthwhile. Developed through action research, the AIM approach is useful for a variety of learning styles. Enthusiastic testimonials from an assortment of teachers lend credibility to the method. The article concludes with references for further study.

The Changing Winds and Shifting Sands of the History of English Language Teaching. © Dimitrios Thanasoulas 2002
http://teachers.englishclub.com/tefl-articles/history-english-language-teaching.htm

This web site offers a concise account of a variety of methods that have been used to teach English as a second language. Such methods developed and diversified considerably during the twentieth century. Classical methods inherited from earlier centuries tended strongly to put emphasis on grammar and syntax. Toward the end of the nineteenth century, the direct method was discovered. It was characterized by a number of inductive or experiential features. In the twentieth century, the direct approach developed into the Audiolingual Method. By mid-twentieth century, based on advances in linguistics and psychology, a range of so-called designer methods developed for learning a second language. Currently, interest is vested in the approach termed "Communicative Language Teaching," which stresses language acquisition as a multifaceted endeavor that entails developing an array of communication skills.

Edmonton Public Schools: Making an Impact with Second Language Education. 2004
Office of the Commissioner of Official Languages
Ottawa ON
http://www.ocol-clo.gc.ca/symposium/documents/edmonton_e.htm

This web page draws attention to the efforts of the Edmonton Public Schools to renew their approach to second language education, specifically French. Entitled "the French Language Renewal Project," the three-year renewal initiative began in 2002. Results are reported for year one of the initiative. Efforts in the second year of the project are aimed at increasing enrollment. Students who learn a second language benefit individually in a variety of ways and can also contribute their skills to the local economy. Historically, the Edmonton Public School Board has offered a variety of French language programs including immersion and second language programs. The Edmonton Public School Board also offers a variety of international language programs.

English Language Learners with Special Needs: Effective Instructional Strategies. 2001
Ortiz, A.
http://permanent.access.gpo.gov/websites/eric.ed.gov/ERIC_Digests/ed469207.htm

It is a challenge for teachers to find instructional strategies for students who make slow progress. This ERIC Digest (ED469207) describes some alternatives available to forestall lack of achievement among students who are English language learners. The digest identifies five strategies for preventing school failure, and four strategies for early intervention with learners who are experiencing difficulty. Overall, the digest highlights the requirement to ensure that the school climate is sufficiently encouraging to support learner success. Attention must be given to tailoring instruction to the students' particular needs. Initiatives that only concentrate on remediation of language or behavior problems will provide limited results. The digest concludes with a set of references for further study.

ESL Miniconference. 2003
Scott, R.
http://www.eslminiconf.net/jan2003/vanpattenreview.html

This web page is part of an Online ESL MiniConference newsletter. The essence of document is Scott's book review of Bill VanPatten's new book, "From Input to Output" and subtitled "A Teachers Guide to Second Language Acquisition." The book is published by McGraw-Hill (2003). The reviewer describes this volume as "pivotal," "accessible," and potentially influential for another generation of ESL teachers. VanPatten addresses numerous concerns of second language teachers with regard to method and material. This web page will be of particular interest to ESL (English as a Second Language) teachers. Bill VanPatten is Professor of Spanish and Linguistics at the University of Illinois at Chicago.

Indian Language as a Second Language
© Copyright by Saskatchewan Education
Regina, SK
http://www.sasked.gov.sk.ca/docs/indlang/langcur3.html

This web site posted by Saskatchewan Education identifies some second language teaching strategies that teachers use to instruct students in Indian and Michif languages. The approach to learning a second language has frequently involved learning language through grammar, Audio-lingual and Situational methods. In contrast, the Communicative Approach, which is explained here, attempts to imitate some features of first language acquisition. In the Communicative Approach, learning a language is recognized as an introduction into another culture. The web site identifies a range of teaching strategies compatible with the communicative approach. Teachers determine which methods to use based on the particular needs of their students. The web site describes commonly recognized stages of proficiency in second language acquisition as well as prominent features of the communicative approach.

Language Teaching Methodology. 2001
Rodgers, T. S.
Center for Applied Linguistics (CAL)
Washington, DC
http://www.cal.org/resources/digest/rodgers.html

This CAL Digest is presented as an issue paper, focusing on the notion of method in language teaching. Such methods are frequently based on theories of second language acquisition (SLA). The digest provides an overview of the development of seven such methods in the twentieth century. The digest also develops a chart containing a classification of teacher roles and learner roles associated with each of seven methods. In a somewhat humorous vein, Rodgers offers conjectures regarding possible future developments in methods for second language teaching. The paper ends with a set of references for further study. Rodgers is Professor Emeritus from the University of Hawaii.

Language Teaching Methods.
© Copyright 2003 Paul Shoebottom at Frankfurt International School
http://esl.fis.edu/parents/advice/method.htm

This web page catalogues language teaching methods in use over the last 50 years for learning a second language, particularly English. The collection recognizes and briefly describes the following 12 teaching methods: the direct method, grammar translation, audio-lingual, the structural approach, suggestopedia, total physical approach, communicative language teaching, the silent way, immersion, task based language learning, the natural approach, and the lexical syllabus. This web page, last revised in 2003, is linked to other resources useful for teachers of ESL (English as a Second Language) at http://esl.fis.edu/index.htm.

Lexical Approach to Second Language Teaching. 2001-06-00
Moudraia, O.
http://www.ericdigests.org/2002-2/lexical.htm

This ERIC Digest (ED455698) explores one alternative to the traditional grammatical approach to second language acquisition-the lexical approach. The lexical approach focuses on words and word combinations as key to second language acquisition. Characteristic instructional approaches involve giving attention to lexical units of a language, that is, chunks of meaning rather than to grammatical rules. This approach is holistic and concentrates on patterns of meaning in a language and how they can be assembled in new ways. The lexical approach is recognized as involving a significant change in language acquisition theory and pedagogy for many teachers. The digest concludes with references for further study.

The Modern Language Centre (MLC). 2005
Ontario Institute for Studies in Education (OISE)
Toronto ON
http://www.oise.utoronto.ca/MLC/

Located in Toronto, the Modern Language Centre (MLC) brings to light the relevance and importance that second language learning has assumed within Canada. With interests in English and French as well as other languages, the Centre deals with a wide range of theoretical and practical aspects of language learning, including suitable methodology and classroom instruction. MLC offers opportunities to earn graduate degrees in its Second Language Education Program. Each year MLC invites visiting scholars, who come from around the world. This web site also presents useful information about the Centre's faculty, research, publications, and features a variety of other resources related to language learning.

Sociocultural Perspectives on Second Language Writing
ERIC/CLL News Bulletin, Vol. 25, No.2, Spring 2002
Vollmer, G.
Sonoma State University
San Francisco, CA
http://www.cal.org/resources/News/2002spring/CLLNewsBulletin_Sp02.pdf

This online newsletter spotlights the writing aspect of second language acquisition. Within the perspective adopted in this article, the task of writing is not simply an individual's cognitive concern but an undertaking that connects an individual to cultural practices. Consequently, writing in a second language involves constructing a self-identity within an unfamiliar social setting. The article draws out some practical implications for learners and instructors. Writing in a second language, for example, might be viewed as taking a journey and constructing one's own voice. Learners are challenged to attend to the interpretative context of the journey. There is a bias in favor of active participation. The article also includes a set of references for further study.