Strategies for purposeful oral language use in the second language classroom

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dc.contributor.authorDressler, Roswita
dc.contributor.authorMueller, Katherine
dc.date.accessioned2021-02-02T15:37:22Z
dc.date.available2021-02-02T15:37:22Z
dc.date.issued2020-01
dc.descriptionAlberta Advisory Committee for Education Studies (AACES) grant Jan 2019
dc.description.abstractSecond language teachers regularly encourage students to speak the target language to develop oral language competency. Whether the learners are in a bilingual program, French Immersion, Core French, or another type of second language program, teachers seek purposeful strategies that can help them to structure the introduction and reinforcement of oral language. Yet, teachers often promote oral language by coupling it with written language. This coupling can result in students focusing on the written form without truly listening to the spoken language the teacher is modelling. In a recent study we conducted with German bilingual school teachers, we looked at how teachers might focus on oral language development using strategies from the neurolinguistic approach (NLA; Germain, 2018) during three sets of two intensive (German-only) weeks. We explored the role of purposeful planning for the introduction and reinforcement of oral language development. This learning could be applicable to all second language teachers as they seek to increase the amount of language spoken by their students. In this study, K-6 teachers in a western Canadian partial immersion (bilingual) program created planning sequences and classroom activities that would maximize opportunities for students to speak personalized sentences in the target language. From these first sentences, students built on what they knew to create ever-richer oral language. Teachers chose to follow the principles suggested by the NLA (Germain, 2018).en_US
dc.identifier.citationDressler, R., & Mueller, K. (2020). Strategies for purposeful oral language use in the second language classroom. "Réflexions", 39(2). pp. 1-3.en_US
dc.identifier.urihttp://hdl.handle.net/1880/113053
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/38615
dc.language.isoengen_US
dc.publisherCanadian Association of Second Language Teachers : Réflexionsen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionpublishedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.titleStrategies for purposeful oral language use in the second language classroomen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelFacultyen_US
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