Situating Grammar Instruction in the World Language Classroom: Four Content-Enriched Strategies

The role of grammar instruction in promoting communicative competence continues to be a controversial issue for the world language classroom teacher. Second language acquisition research suggests that critical to sustained progress in language use is a focus on form, which we define as attention to linguistic form in the context of performing a communicative task. We therefore offer here four content-enriched strategies for situating grammar in a communicative context: textual enhancement, input flood, structured input, and dictogloss. We present these tasks and activities within the framework of the Standards for Foreign Language Learning in the 21st Century (SFLL, 2006) to illustrate how a standards-based approach that integrates form-focused instruction with content increases student achievement in the target language

Late L2 Acquisition and Phonological Memory Development

The development of phonological memory, a subdivision of short term memory, is crucial to learning and analyzing sequences of sounds to form words and phrases. This process utilizes short term representation and rehearsal to allow for the eventual long term representation of language. Individuals learning more than one language must acquire even more of these language sequences than monolinguals. Previous research agrees that early Spanish-English bilinguals have superior phonological memory to monolinguals, however the impact of second language acquisition on phonological memory remains unknown. This study examined three groups of undergraduate participants studying Spanish as a second language including study abroad students (SA), students currently enrolled in a Spanish course at or above the 300-level (CE), and students not currently enrolled in a Spanish course (NE). Participants completed tests of phonological memory including digit span and sentence repetition at the beginning and culmination of an academic semester. Participants also provided demographic data, L2 acquisition information, and their frequency of language use so that changes could be calculated. Results revealed that CE students were superior during pretest, but during posttest SA and CE demonstrated comparable results. The NE students demonstrated consistently lower scores. These findings suggest that foreign language instruction may benefit phonological memory development, even in late acquisition of the second language. The possible role of years of formal language instruction will be discussed

L2 writing: Using pictures as a guided writing environment

This article addresses the learning of second language (L2) writing skills to show how pictures can be used as an effective guided writing tool to facilitate students\u27 writing process and to improve their writing proficiency. A study was conducted with 53 university students who had a prior knowledge of Spanish in secondary school. All students were enrolled in an intensive review course. Writing ability questionnaires were administered before and after the writing instruction, in addition to a final review of the writing tasks involved. Writing assignments were both topic-selected and picture-guided; students found the activities valuable, absorbing, and helpful. Results demonstrate that the instruction of using pictures as a guided writing environment assisted beginning foreign language students to develop and improve their writing skills as well as to lower the anxiety level of expressing oneself in the target language. Findings suggest that foreign language teachers should be encouraged to use the pictorial approach for L2 writing education

Ethnographic Inquiry into Second Language Acquisition and Instruction

IN THE PAST FEW YEARS, we in ESL have become increasingly aware of the important role culture and cultural differences play in communication, learning, and thinking. Yet research methods traditionally used in our field have been less than successful in clarifying this role, or in helping us to take account of it in teaching. Ethnography is potentially a very important tool for basic research because it gives us a way to focus on the intersection of language, social context, and society. The purpose of this paper is to clarify what is involved in good ethnographic research both descriptively and analytically, and to illustrate the value of an ethnographic approach to research in ESL and second language acquisition. First, we will offer a basic definition of "ethnography." Next, we will briefly describe key principles of ethnographic research (further discussed in Watson-Gegeo, 1988). Then we will illustrate our points through two examples of research in which we are individually involved

Adopting communicative language teaching (CLT) approach to enhance oral competencies among students: Teachers’ attitudes and beliefs

The idea of communicative competence is one of the most influential theoretical developments in language education as it helps redefine the objectives of second language (L2) instruction. Although most teachers acknowledge the importance of CLT, many do not genuinely practice it. This paper attempts to explore teachers’ reasons or reluctance in using CLT in the classroom. The role of CLT approach in enhancing oral competencies is examined by analyzing the attitudes and beliefs of the teachers. The data is gathered using interview sessions. A range of practical activities is proposed to help language teachers integrate CLT in their lessons

Blue Skies: Education in Second Life

This article examines the educational possibilities of the online environment of Second Life, by Linden Labs. Second Life’s economic growth has attracted the attention of corporations, non-profit organizations and government entities. Unlike traditional web-based instruction, Second Life provides a three-dimensional interface through which teachers and students can enjoy a limited form of eye-contact and body language. It also permits collaboration and learning in groups. The article goes on to discuss some of the advantages and disadvantages of using the interface for online learning. It goes on to examine current educational applications and possible future enhancements

Does Second Language Instruction Make a Difference? A Review of Research

Does second language instruction promote second language acquisition? Some studies conclude that instruction does not help (or even that it is counter-productive); others find it beneficial. The picture becomes clearer if two distinctions are made. First, researchers may address one or both of two issues: the absolute effect of instruction, on the one hand, and on the other, its relacive utility. Second, studies need to be sub-classified according to whether or not the comparisons they make involve controlling for the total amount of instruction, exposure, or instruction plus exposure, i.e. for the total opportunity to acquire the second language. Observing these distinctions, a review of research findings concludes that there is considerable (although not overwhelming) evidence that instruction is beneficiaL (1) for children as well as adults, (2) for beginning, intermediate and advanced students, (3) on integrative as well as discrete-point tests, and (4) in acquisition-rich as well as acquisition-poor environments. These findings have implications for theories of second language acquisition, such as Krashen's Monitor Theory, which make predictions about second language acquisition with and without instruction, and also for those involved in educational administrationl program design and classroom teaching

Picturing another culture: Developing language proficiency, empathy, and visual literacy through art

Integrating art (paintings, sculptures, photography, and other types of images) into second language (L2) instruction, can have a positive effect on language acquisition and developing intercultural understanding. As the instructor provides visual scaffolding, learners at all proficiency levels have the opportunity to engage more deeply with L2 course materials. Not only can students learn to interpret imagery and create their own effective combinations of visuals and texts, they also develop some familiarity with seminal artwork from the target culture. This article outlines how spiraling art through a language curriculum can aid vocabulary retention, illustrate poetic language, and raise awareness of diversity and inclusion. As a result, learners investigate and interact with the products, practices, and perspectives of the L2 culture while simultaneously developing visual analysis skills - the latter essential in an age in which both authentic and digitally manipulated imagery dominate the media and social discourse.Accepted manuscrip

Scaffolding Support for Second Language Learners

This study examined the use of systematic scaffolding techniques and its results intended for literacy acquisition amongst second language learners. This study consisted of the implementation of various scaffolding strategies that resulted in student artifacts, reflections, and observations. Existing research suggests that educators who deliver high quality instruction in the form of scaffolding enhance a second language learner‟s ability to acquire a secondary discourse. Findings demonstrate that integrating culturally relevant materials, background knowledge, and relatable content are vital in the process of literacy acquisition. Implications suggest that scaffolded instruction needs to be continuous and relatable in order to be an effective tool for use with second language learners