Language Acquisition Resources

It is important to understand how the brain acquires a language and how we develop competency in language. We can then develop language teaching approaches based on this information. We need the tried and proven concepts, theories, and approaches to effectively take Tamil to our next generation. This knowledge and our practice using these approaches will help us become better language teachers and educators.

The following are valuable resources to learn about language development, language acquisition theories, and language teaching methods.Some of these books also provide a lesson plans to teach a language to beginner like most our students are.

Books

Education:

Language Acquisition:

Notes from the book Fluency Through TPR Storytelling - Dr. Blaine Ray.

Keys to fluency

Children acquire languages in a context. So, teach vocabulary in meaningful and interesting contexts.

Teach them in ways

• they can understand in the beginning.
• retrieve and use it in speech and writing later.

The key elements to Language teaching using TPRS

Key element 1

Help the learners acquire words thoroughly.

Accept silent period. During this silent period, do not expect or force output. Forcing early production puts pressure on the kids.

Pre teach words. Before discussing the words in a class, set the stage pre teaching the words so the class will be fully comprehensible.

Make everything comprehensible

Model the word using TPR.

Check for comprehension regularly, especially the slow students

Quantity and technique are important.

Make it highly believable; make them feel it is real. They should not feel the stress of being in a different language environment.

Comprehensible Input and High believability produces long term memory.

TPRS activates kinesthetic sensory systems; muscle learning.

Teach to the right side of the brain.

4 groups of items

• TPR words
• TPRS words
• Cognates, a word that means the same in both languages.
• Special words list

Key element 2

After the words have been acquired from step 1, the learners must put them into fuller meaningful and interesting contexts.

Use events from students own lives

• ask questions utilizing new words to inquire about their own experiences.
• use mini-stories and mini-situations

Key element 3

We need a vehicle for the learners to practice the vocabulary in a speech. Repeating memorized lines does not help language acquisition. They need a way to express themselves in their words using the vocabulary they built so far. Use storytelling as a vehicle to practice the words acquired.

Key element 4

Make the class fully comprehensible.

Key element 5

Conduct class in target language at least 90% of the time.

Key element 6

Make the stress as low as possible. A stressful mind blocks all the input.

Krashen: A language can be acquired well in a low anxiety environment.

Key element 7

Have high expectation of the class result. Everyone gains fluency.

It is not enough if you cover the syllabus. It is not enough if only the bright students mastered the materials. Have an expectation that at least 90% of your class understands at least 90% of the words you taught. When you make the students who have not learned something repeat and redo a lesson you are communicating that everyone’s mastery is important.

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