A model to teach a second language to beginners

How do we teach a second language to the beginners? 

This post discusses a model using Comprehensible Input (CI) and Task Based Language Teaching (TBLT) methods.

Abstract

Our goal as language teachers is to help the kids to:

• Acquire Tamil and retain it for long time.
• Develop communication competency.
• Develop reading and writing proficiency.

Let us take a deep look at some approaches and utilize the opportunity we may find in this research. Reading some of the top language teaching approaches, I start to believe we need to help the kids to internalize, and help them go through the process of how the brain acquires a language. This gives us an opportunity to fill the gap using some approaches that are proven to be effective for the past 30+ years.

The general idea of the approach goes as follows:

How do we plan to reach that target.

• Help them acquire 100 to 150 words using Total Physical Response (TPR)
• Help them acquire language elements using Teaching Proficiency through Reading and Storytelling (TPRS)
• Honor the silent period and wait until the speech emerges; that is, wait until the learner is ready to talk. Do not force them to talk.
• Help them develop listening, speaking, reading, and writing skills involving them in purpose and meaningful activities; we will use Task Based Language Teaching (TBLT) method.

Notes:

• By the time the speech emerges, and they are ready to talk, they would have built enough words in their memory and hence they will start using them in their output on their own.
• At this stage help them practice using the language in real life contexts.
• By now they would have reached a language proficiency level that will make it easy for them to produce language output through speech and writing.

This is the way we all acquired our first language. This is exactly the same way the brain acquires second, third, … languages. Unfortunately, no shortcut exists to help acquire a language. Approaches that go against this natural way is not likely to yield expected result unfortunately. In fact, other approaches may even have a opposite consequence.

So, principles are:

• Focus on language acquisition (instead of language learning).
• Create language acquisition activities in the class.
• Create communication context where the kids will use one or two words.
• Slowly and gradually introduce letters.

Here is sample weekly plan.

Plan for class 1:

• தோப்புக்கரணம்
• help them acquire: எழுந்திரு, உட்கார், நில், கை, மேலே, தூக்கு, கீழே போடு, காது, தொடு (10 வார்த்தைகள், little on the high side for the first class).
• The idea here is to create purposeful activities using Tamil as the language of instruction.
• குரங்கும் ரஜினியும் கதை
• help them enjoy the story and expose to: குரங்கு, பிடிச்சிருக்கு, பிடிக்கல, கீழே, விழு. சிரி, அழு, கூப்பிடு, கூட்டிக்கொண்டு போ. No expectation to learn any of these.
• The kids enjoy stories more than language drills.

Class 2:

• Repeat class 1. This time the students will say the words. The students will participate and act out the story.

Every week create such contexts (the purposeful activities), and make the class active and interesting. See below for a suggested list of purposeful activities.

Expected Result

At the end of the first year, they will be able to:

• Understand basic words.
• Follow simple directions
• Understand a novel sentence using the acquired words
• Understand and follow chain commands
• Answer simple questions in one or two words.

Detailed plan

Goals

See the goals in the Summary.

Goals for first year of language learning

• Vocabulary skill: 100 - 150 easy, basic, and common use words.
  We will use about 300 words, but will expect the learners to remember and recognize about 150 words, that is 5 words per class.
  
• Understanding of Basic commands.
  
• Recognize as many letters as possible (to read only; writing letters will be practiced in 2nd or 3rd year)
  
• Start giving yes/no answers, one word answers, and if possible 2-3 words sentences.
• Understand simple songs.
• Sing along simple songs
• map words to objects
• படம் பார்த்து வார்த்தை சொல்லுதல்
  

Concepts:

 

• The L1 Way
• The Natural Approach
• Language Acquisition

The Approach

Teaching a language for long term retention involves the following.

Listening skill

Build strong vocabulary skill in their subconscious mind. After this they will be able to understand the meaning of the words they hear in their own way.

Speaking skill

Help them to use these words in speaking. During this phase the speaking exercise will involve using the words they acquired from Listening skill phase.

Reading skill

Once they acquired 100 to 150 words, that is after they internalized the meaning of 100 to 150 words, and are able to answer simple questions, move them to Reading skill phase. The Reading exercise helps them acquire more words, and use them in speech. In this phase, they acquire more words, use them in speeches, and develop reading comprehension skill.

Note: we will help with letter recognition during the listening and speaking phases in parallel. Hence they are ready to read small words by the time they come to the reading phase. During reading phrase help them to write letters.

Writing skill

The final phase of basic language acquisition is Writing. By now, they know good number of words, they can recognize and write the letters. They also know how to use the words in speech. Now they have all the building blocks necessary for production in written form.

During each of the above phases, the skills developed in previous phase(s) will be fully exploited. Hence this qualifies to be an integrated language program.

Approach for first year class:

• Communication first
• Language Skill
• Listening
• Speaking
• Comprehensible Input
• TPR Storytelling
• Low Anxiety
• Fun
• Meaningful

The Techniques

Several techniques will be used for each of the above skill building phases.

Listening - Build vocabulary using actions - Total Physical Response (TPR). Tell stories using TPRS.

Speaking - Stories + Teacher questioning technique. a) yes/no questions, b) one word answer questions, c) two words sentence answer questions. We will use mostly choice questions and product questions.

Reading - Read aloud small words with 2-3 letters. Read 2-3 words sentences. Each word should be about 2-4 letters long.

Read aloud stories. The stories should have pictures and 2-4 words sentences; each word should be about 2-4 letters. The kids should already know the meaning of 90% of the words we read here.

Writing - Tell or read a story. Ask questions. Ask them to answer in writing. a) one word answer b) 2 words answers. c) fill in the blanks, d) match word <<-->> pictures.

Create Language acquisition activities in contexts. All children acquire languages in context. So, we will create contexts in the class and help them acquire Tamil vocabulary in contexts.

Encourage reading as early as possible. Our plan is to spend more time on basic conversation and slowly and gradually introduce letters.

Make it easy, interesting, and enjoyable for them. Use communication approach. Use inductive grammar approach.

Techniques for first year class:

• Vocabulary building using TPR
• Stories using TPRS
• Letters recognition
• Fun
• play small games that the kids can understand
• Traditional, natural, and simple
• i + 1 concept will be followed throughout the year
• We will use lots of props and flash cards
• Think of ways to introduce letters in a fun way.
• Read small and interesting story books to them.
• Sing along kids songs

A Model (or Roadmap)

Listening Skill ⇒ Speaking ⇒ Reading Comprehension ⇒ Better Writing Skill

Introduce letter recognition during Listening and Speaking stage.

Introduce writing letters during Reading comprehension stage.

Example: During reading practice, one should already know the meaning of at least 75% of the words they read. Any lower amount will result in frustration and loss of interest.

Language Acquisition

Acquiring a new language is not easy. We’ve to allow the brain to take enough time to build required amount of neurons to save the new information. It takes time and effort. Conscious learning keeps the information in the limited short term conscious memory (cache). Unless this information is pushed to the unlimited permanent memory, the information will be lost soon.

So, it is important that we allow enough time, energy, motivation for the brain to acquire new language.

Enough and frequent practice helps the brain to become a better Google, that is, a faster and more relevant search and retrieval of correct language elements when one needs to use in the output activities such as speaking and writing.

Any force to go against this brain’s way of doing things will result in the brain shutting its doors down.

It’s true that children are more capable. But, this does not apply in every situation. Like adults, they also have limitations. Pushing them beyond the limit will result in lost support from them. As one linguist said they turn off their internal language acquisition device if the activities are not interesting and/or not meaningful to them..

பீலிபெய் சாகாடும் அச்சிறும் அப்பண்டஞ்

சால மிகுத்துப் பெயின்.

This is where the Language acquisition concepts play a major role in Language Teaching.

References

I borrow the knowledge and ideas used here from the following resources in addition to my own teaching experience.

• Beyond Methods - Dr. Kumar
• The Natural Approach - Dr. Krashen
• TPR - Dr. Asher
• TPRS - Dr. Ray
• California ESL curriculum

Please check the above resources to better understand the concepts, approaches, and techniques discussed here. If anything is not right or does not work, it will be solely due to my lack of understanding of the materials.

Pacing

We will not rush to complete the entire lesson planned for each class. We will go with the pace of the learners. If they acquire fast, we will do more practice or borrow something from next class. If they go slow we will push the balance to next week. Thorough understanding and acquisition of the language is our main goal for the first year class.

The Time

Most community schools meet between 1 and 2 hours per week. This gives about 50 hours. 50 hours is not at all enough to teach a language reasonably. How much of language can a beginner possibly acquire in 48 hours? Not a lot. Also, a week of gap between two classes will cause them to forget what they learned in the previous class. Then we have school breaks. Due to this a beginning language learner of 5 years old can only acquire a small amount of language skill. How we make learning Tamil efficient and build strong foundation in the language skill in the given amount of time is our main job.

Teaching Tamil in Context

A language is developed for the purpose of real life communication. These real life situations are contexts. It only makes sense we structure our class to practice the kids in using the language in real life situations. That is the context.

Example: Let us say you want to teach the words  எழுந்திரு, உட்கார், நில், கை, கால், இடது, வலது...

Some ways to teach this are:

• Translation method
• show and tell
• sentence forming exercise

A better way to reach this would be to create a context and use the language in the situation. In this context, the kids hear the word, understand the meaning on their own, and do something with it.

Let us teach them how to do தோப்புக்கரணம்.

Teacher models a word or phrase. To model a word or phrase: say the word, show the meaning, and do the action. We can do the following.

• எல்லோரும் எழுந்திருங்க.
• Say the words, show எழுந்திருங்க with hands, and also get up.
• இந்த (வலது) கையை தூக்குங்க
• இந்த (இடது) காதை பிடிங்க
• உட்காருங்க
• எழுந்திருங்க
• மறுபடியும் உட்காருங்க
• repeat this few times.

Now the kids heard the word, understood the meaning (without any translation or explanation), and also followed the direction. This method is called Total Physical Response (TPR) system.

This is the context.  May not be that interesting. But, more effective than learning thru other methods. How do we make it interesting? TPRS can help.

Testing

Our goal is to help them acquire language skill and hence we will test the kids for the following:

• Test for comprehension
• Test for language acquisition
• The regular check for understanding

 
Teaching words using actions (TPR)

Give instructions to Students in English

Start one word action; they follow; repeat 5 times

Say + Delay + Kids Perform + You confirm

Simultaneous practice + assessment

It is important that everyone understands.

Repeat: TEACH + CHECK cycle.

Say + Kids Perform

Limit to max 10 words

Check Some Individuals

Volunteers

Then everyone

குதி, நில், தூக்கு, ஆட்டு

கீழே, மேலே

கை, கால், தலை, காது, வாய், கண், மூக்கு

திரும்பு, கத்து, பார்

சத்தமா, மெதுவா

மெதுவா, வேகமா

வரை (draw)

வண்ணம், தீட்டு,

இடது, வலது

முடி

ஓடு

புத்தகம்

வை

சிரி

பெருசு, சின்னது

வீடு

பூனை, நாய்

குரங்கு, வாழை

நிலா

கதவு

drop mastered words and add new words

Put the words in wide variety of contexts.

Rapid fire checks

Pay attention to response time

Comprehension checks

• say + delay + confirm
• say + kids perform
• say + make mistake + check them
• Translation check
• kids close eyes + give commands + kids perform

கண், மூடு, திற

Commands in random order.

Funny Commands:

சரியா தவறா?

• கை சிரிக்குது
• கால் அழுது
• கை நடக்குது
• கால் சாப்பிடுது
• மூக்கு பேசுது

Ask part of the class perform while others observe.

Raise the bar

• alternate between single commands and chain commands

Chain Commands:

• instruction:
• wait until I finish
• Visualize the commands I give and use that visual to perform the action.
• signal to express
• If you understood raise the hand
• else touch your head

Purposeful activities:

• தோப்புக்கரணம்
• சமையல்
• அம்மாவுக்கு உதவி செய்வோம்
• வீட்டை சுத்தம் செய்வோம்
• கபடி
• ஓட்டப்பந்தயம்
• pickup game
• circling
• jump time
• உடற்பயிற்சி
• விளையாட்டு
• Plan to trip to a place
• Build a toy story

Words from TPRS book:

செயல்	பெயர்	மற்றவை
நில்	கை	வேகமா
உட்கார்	கால்	மெதுவா
நட	தலை	soft
குதி	வாய்	சத்தமா
நிறுத்து	கண்	hard
தூக்கு	மேசை	இடது
கீழே வை	மூக்கு	வலது
திரும்பு	பையன்	மேலே
கத்து	பெண்	மேலே
பார்	தரை	ஒரு முறை
தொடு	கூரை	இரண்டு முறை
காட்டு	மீன்	கீழே
அடி	கது	around
சாப்பிடு	முட்டி	பெருசு
எழுது	car	சின்ன
வரை	முடி	மகிழ்ச்சி
வீசு	பாதம்	கெட்ட
பிடி	கை கடிகாரம்	முன்னால்
வெட்டு	கடிகாரம்	இடையில்
கேள்	arm	கீழே
எடு	மார்பு	skinny
ஓடு	தோள்	thin
போடு	pencil	சின்ன
சிரி	பேனா	through
	முகம்
	செய்தித்தாள்
தள்ளு	magazine
சொல்	காகிதம்
பேசு	புத்தகம்
படி	தண்ணீர்
தேவை	orange juice
அழு	அன்பளிப்பு
தப்பி	towel
விழு	bowl
சிரி	வீடு
ஓடு	trip
தூங்கு	பூனை
பார்	தெரு
get	மூலை
break	sock
எடு	சட்டை
திற	பணம்
honk	suit
grab	seat
pickup	skirt
பாடு	வாழைப்பழம்
	spoon
	கத்தி
	fork
	ஆள்
	நிலா
	lettuce
	ketchup
	shower
	கதவு
	அம்மா
	அப்பா
	பாட்டி
	தம்பி
	தங்கை

Task Based Language Teaching - TBLT

One of the methods I discussed in the Language Teaching Methods post is Task Based Language Teaching (TBLT). TBLT is about using a purposeful task and asking the students to work towards that goal in the target language.

I think this is one of the effective ways in language teaching. The advantages are this is close to natural way we all learned our first language, the kids are motivated to work on this if we can also make this task interesting, and there is no language drill. The language will be acquired naturally and the grammar is acquired inductively.

As discussed in the above post (Language Teaching Methods), there are several language teaching methods. However, there seems to be primarily two major approaches. Interestingly, these are two opposing views that look at language teaching from two different directions and go in the opposite direction to each other.

One approach says "learn the language elements and use them in your communication." The second approach says, "use the language in real life and develop language skill." The obvious question is how can we use the language without learning. Let us look at how we acquired our first language. Did we "learn and use" or "use and then learn"? So, the second view makes lots of sense.

Most language programs are focused on the first approach. That might explain why most students don't learn much language even after spending several years in the language school.  But, if we change our goal to help them use the language from beginning, at least the students would have acquired some basic language skill on which they can enhance their language skill.

Why task based teaching makes sense.

"Tasks are meaningful, and in doing them the students need to communicate. The task has a clear outcome so that the teachers and students know whether or not the communication is successful" - Diane Larsen-Freeman.

What is TBLT?

TBLT is about teaching a language through purposeful task with a well defined end result. The students will work on the task in the target language. During this process, they will communicate with each other and with the teacher in the target language. They will also demonstrate the process, the plan, and the actions they took, all in target language. They will use the target language for communication.

What problem does it solve?

The traditional approach teaches the language element by element and hopes (or expects) that the learners will make sense of what they learned and use it in real life communication. Unfortunately, the languages are too complex to learn in such sequential and structured manner, as Dr. Kumar said.

When the kids learn their first language, they have a motivation to communicate something to others. They will use what all they heard, understood, and internalized. The TBLT takes advantage of just that.

How do we do this?

Steven Covey's Habit 2 is Begin with end in mind. Define a task such as "make a travel plan to go to Europe" for example. Provide the students all the necessary information required to make this plan. All the directions, materials, and final product must be in the target language. As a teacher facilitate discussion and guide them to work towards the end result.

Principles behind TBLT.

• The class activities have a perceived purpose and a clear outcome.
• Teacher provides good model of the target language.
• Students receive feedback on their level of success.
• Students have input into the design and the way they carry out the task. This gives them more opportunity for interaction.
• Listen and do tasks that promote acquisition of new vocabulary and provide a good model for grammatical form. This task can enhance the learning that has taken place earlier.

Types of tasks

The following task types can be used in the class.

• Information gap task
• Opinion gap task
• Reasoning gap task
• Unfocused tasks
• Focused tasks
• Input providing tasks
• Output prompting tasks

Conclusion

Explore TBLT and experiment in the class. I am positive the students will enjoy the class, and acquire more language. This will sure enhance the efficiency of our language teaching program.

Thanks

Logu

Language Teaching Methods

What language teaching method shall I use to teach Tamil to our next generation in the diaspora?
 
There are several methods to teach a language. Depending on the belief one tend to support one method over the other. There does not seem to exist one best method. Each method has pros and cons. A teacher will select a method depending on the suitability of the method to meet their objective.

Let us look at different methods out there.

To make use of these methods, we must first understand the long term goal, that is, what we are trying to accomplish, what our beliefs about language teaching and language acquisition are, and then decide which method will help reach the goal effectively. There is no one size fits all method and hence there is no one best method that can be used in all circumstances.

Use the right tool for the right job.

Language teaching methods:

• The Grammar Translation Method
• The Direct Method
• The Audio-Lingual Method
• The Silent Way
• Desuggestopedia
• Community Language Learning
• Total Physical Response
• Communicative Language Teaching
• Content-based Instruction
• Task-Based Language Teaching

Which method do I pick to teach Tamil to the kids in the diaspora? Let us first look at the goals.

• Acquire Tamil and retain for long time.
• Develop communication competency.
• Develop reading and writing proficiency.

What method from the above list will help us teach Tamil language to the kids in diaspora to reach the above goals?

Here is an idea.

• Help them acquire 100 to 150 words using Total Physical Response (TPR)
• Help them acquire language elements using Teaching Proficiency through Reading and Storytelling (TPRS)
• Honor the silent period and wait until the speech emerges; that is, wait until the learner is ready to talk. Do not force them to talk.
• Help them develop listening, speaking, reading, and writing skills involving them in purpose and meaningful activities; we will use Task Based Language Teaching (TBLT) method.

For more information on these methods please refer to the book

 

As Dr. Kumar says a language teacher can not afford to become a slave to one single method. So, let us go Beyond Methods.

அயலகத்தில் தமிழ்க் கல்வி - நமது நோக்கம்

புலம்பெயர்ந்த நாடுகளில் எந்த மாதிரியான தமிழ் சமுதாயத்தை எதிர்காலத்தில் உருவாக்க உள்ளோம்.

தமிழ் மொழியைப் பற்றி அறிந்தவர்கள் கொண்ட சமுதாயமா? அல்லது நம்மைப் போலவே தமிழில் பேசுபவர்களாக, அவர்களது அடுத்த தலைமுறையினரையும் தமிழ்க் கற்க ஊக்குவிப்பவர்களாக இருப்பவர்களாக இருப்பவர்களா?

Hey, I went to Tamil school, I know about Tamil, I can read, write, and speak little bit என்று சொல்பவர்களா? அல்லது

நான் தமிழன். தமிழ் என் தாய் மொழி. என் மொழியில் சிறப்பான இலக்கிய வளம் உள்ளது. என்னைப் போலவே என் பிள்ளைகளும் தமிழர்களாக வாழவேண்டும் என்று சொல்பவர்களா?

ஏற்கெனவே 100 ஆண்டுகளுக்கும் மேலாக புலம்பெயர்ந்து வாழும் தமிழர்களின் வரலாற்றிலிருந்து நாம் கற்பது என்ன?

தமிழினி என்று ஒரு படம் உள்ளது. அந்த படம் சொல்லும் செய்தி என்ன? பிற்காலத்தில் 2 அல்லது 3 தலைமுறைகளுக்குப் பின் தமிழ் பிள்ளைகள் எப்படி இருக்கப் போகிறார்கள் என்று சொல்கிறது. இது வெறும் கற்பனை மட்டுமல்ல. பல புலம்பெயர்ந்த நாடுகளில் நடந்ததுதான்.

மொழித்திறன்களில் எது முக்கியம்

மொழித்திறன்களான புரிதல், பேசுதல், படித்தல், எழுதுதல் போன்றவற்றில் எது முக்கியம்? இரண்டு கண்களில் எந்த கண் முக்கியம் என்று கேட்டால் எப்படி பதில் சொல்வது. இரண்டுமே முக்கியம்தான். அதுபோல மொழித்திறன்களில் நான்கு திறன்களும் முக்கியம்தான்..

ஆனால்

தமிழ்மொழியல்லாத சூழலில் வாழும் பிள்ளைகள், வீட்டிலும் அதிகம் தமிழ் கேட்கவும் பேசவும் வாய்ப்பு இல்லாத பிள்ளைகள், தமிழ்ப் பள்ளிகளில் வாரம் ஒரு முறை மட்டுமே தமிழ் கேட்கவும் பேசவும் வாய்ப்புள்ள பிள்ளைகள், வருங்காலத்தில் நீண்ட காலங்களுக்கு தமிழை பயன்படுத்த வேண்டுமென்றால், அவர்களோடு தமிழ் சேர்ந்து இருக்க வேண்டுமென்றால், எந்த திறன் முதலில் முக்கியம் என்பது சரியான கேள்வியாக இருக்கும்.

மொழி எதற்காக உருவாக்கப்பட்டது? மொழி மற்றவர்கள் பேசுவதை புரிந்துக்கொள்ளவும், நாம் சொல்ல நினைத்ததை மற்றவர்களோடு பகிர்ந்துக்கொள்ளவே மொழி உருவாக்கப்பட்டது. ஒரு மொழியின் முக்கிய நோக்கம் இதுதானே. மொழிக்கான தொடர்புகளாக இரண்டு வகைகள் உள்ளன; வாய்வழி, எழுத்துவழி. எந்த ,மொழியைப் பயன்படுத்துபவர்களை எடுத்துக்கொண்டாலும் வாய்வழி தொடர்பு எவ்வளவு சதவீதம் பயன்படுத்துகிறோம், எழுத்துவழியாக தொடர்புக்கு எத்தனை சதவீதம் பயன்படுத்துகிறோம். சந்தேகத்துக்கிடமின்றி வாய்வழி தொடர்புக்குத்தான் நாம் மொழியை அதிகம் பயன்படுத்துகிறோம்.

மேலும், தமிழல்லாத சூழலில் வாழும் பிள்ளைகள் எழுத்துவழி தொடர்புக்கு தமிழை பயன்படுத்த எத்தனை சதவீதம் பேர் முயல்வார்கள்? எனவே வாய்வழி தொடர்புக்கு தமிழை பயன்படுத்தவில்லையென்றால், எந்த அளவுக்கு தமிழ் அவர்கள் மனதில் நிற்கும் என்கிற கேள்வி நம் முன் எழுகிறது. அதற்கு நம் பதில் என்ன?

ஒரு மொழியை நீண்ட நாட்களுக்கு பயன்படுத்த ஒரு சிறந்த வழி அம்மொழியை தினமும் பயன்படுத்துவது. மொழித்திறன்களில் நாம் அதிக அளவில் பயன்படுத்துவது மற்றவர்கள் சொல்வதை கேட்டு புரிந்துக்கொள்ள உதவும் புரிதல் திறன், மற்றும் நாம் சொல்ல நினைத்ததை மற்றவர்களுக்கு தெளிவாக தெரியப்படுத்த உதவும் பேசுதல் திறன். உலகில் பல மக்கள் அவர்கள் மொழியில் எழுதப் படிக்க தெரியாதவர்களாகவும் இருக்கலாம். ஆனால், பேசாமல் இருப்பவர்கள் வெகு வெகு சிலரே.

எனவே புலம்பெயர்ந்த நாடுகளில் உள்ள தமிழ்ப் பிள்ளைகள் தமிழை நீண்ட நாட்களுக்கு பயன்படுத்த வேண்டுமென்றால், அவர்களை முதலில் நாம் பேச வைக்க வேண்டும். அதற்கான பயிற்சியை முதலில் கொடுக்க வேண்டும். பிறகு எழுதப் படிக்க கற்றுக்கொடுக்கலாம். இப்படி பேச்சுத்திறன் கொடுத்து வகுப்புக்கு வெளியில் அவர்கள் மொழியை பயன்படுத்த தேவையான பயிற்சி கொடுக்கவில்லையென்றால், நூறாண்டுகளுக்கும் மேலாக புலம்பெயர்ந்து வாழும் தமிழர்களின் சந்ததிகள் இன்றுள்ள நிலைக்கு இவர்களும் வருவதை எப்படி தடுக்கப் போகிறோம்?