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[Xmca-l] Re: L2

Meant to say Adam. You can see I'm nervous in posting here. Sorry Adam :)

On 11/3/14 8:21 AM, "Alex Rosborough" <alex_rosborough@byu.edu> wrote:

>Perhaps you're interested in dual language immersion (DLI)? I think
>bilingual ed. and DLI can be somewhat umbrella terms but more
>specifically, one-way DLI classrooms would be "non-native" language
>speakers learning an L2 and often it's in a 50/50 model (half the day in
>the L2 target lg. and the other 1/2 in English). Of course there are
>variations of the time splits and such. I would still say that DLI
>(whether one-way or two-way) is bilingual ed.
>Also, I think Remi is right about the novelty of Vygotskian emphasis in
>SL/FL. For example, when the rules of some DLI models are too strict, they
>may try and sever (artificially) the L1 from the L2. The students are
>still thinking in their L1 but a lot of traditional FL K-12 models don't
>account for L1 private-speech/inner-speech. Merrill Swain using V. gave a
>good talk about using the L1 to assist/relate to the L2 at a CARLA
>Immersion conference in 2012:
>A good practical piece w. V's theory. Perhaps the L1/L2 relationship plus
>ZPD/Dynamic teaching might help the K-12 field and university FL courses
>move beyond the usual plateaus (i.e., where students reach a certain level
>of oral proficiency but haven't mastered deeper lg. concepts like Remi
>mentioned). As you may be aware, most of these courses take students
>through a certain lexico-syntactic level and then turn to an emphasis in
>L2 literature. From an anecdotal view point, I'm seeing pre-service
>teachers trying to pass the Oral Proficiency Interviews at Advanced-Mid
>for DLI requirements in Utah. If they're at advanced-low (which is most FL
>teachers in Sec. Ed.) they sometimes have a hard time moving up one more
>level. They don't have courses they can take to improve their level and
>they try and live in the target-language for a summer only to find out
>that they didn't necessarily improve (perhaps trying to learn/improve
>implicitly when they really needed more explicit instruction)??? I think
>Lantolf's work (including Leo van Lier) and his group (as Remi mentioned)
>uses V. to help this field understand how to move from/beyond implicit to
>explicit problem-solving instruction/methods.
>Hope this helps - Alex
>On 11/3/14 7:32 AM, "Martin John Packer" <mpacker@uniandes.edu.co> wrote:
>>Does the field of "bilingual education", then, include cases where the
>>instruction is in only one language, one which the students did not grow
>>up speaking? Or would that be called something else?
>>On Nov 3, 2014, at 7:29 AM, Peter Smagorinsky <smago@UGA.EDU> wrote:
>>> 2. The whole field of bilingual education characterizes the areas in
>>>which you say there is nothing, at least in the US.