APPROACHES /

METHODS /
TECHNIQUES IN
SECOND LANGUAGE
TEACHING AND
LEARNING
GRAMMAR -
TRANSLATION
APPROACH
DIRECT
APPROACH
READING
APPROACH
AUDIOLINGUAL
APPROACH
THE
SILENT
WAY
COMMUNITY
LANGUAGE
LEARNING
THE
COMMUNICATIVE
APPROACH
FUNCTIONAL
NOTIONAL
APPROACH
TOTAL
PHYSICAL
RESPONSE
APPROACH
THE
NATURAL
APPROACH










INSTRUCTION
Teacher should: know, understand, and
use evidence-based practices and
strategies related to planning,
implementing, and managing standards-
based ESL and content instruction



ASSESSMENT
Teacher need to : demonstrate
understanding of various assessment
issues as they affect ELLs, such as
accountability, bias, special education
testing, language proficiency, adn
accommodations in formal testing
situations
THE ROLE OF CULTURE
Beneficial to bring culture into the ESL
classroom - students can feel a sense of
worth in school and in their lives

TEACHER'S ATTITUDES
- MAJOR ROLE
A good learning environment will have a
positive effect on the students overall
success in terms of linguistic, social,
cognitive, and academic developments.

THE ROLES OF LEARNER IN SECOND

LANGUAGE CLASSROOM





THE ROLE OF TEACHERS IN USING FIRST
LANGUAGES IN THE CLASSROOM


DIFFERENT ATTITUDES
IN THE CLASSROOM
- Chidren begin to feel
differently about their
languages and know
the teacher values



USING FIRST
LANGUAGES IN A
CLASSROOM PROJECT
-Students write a project
- Classmates, teachers,
high school students,
community volunteers, and
parents can help the child
communicate from their
first language to English by
helping with translations
-Language project or a
book can go on a website
and be seen by other
students an parents


OTHER STRATEGIES TO
PROMOTE
MULTILINGUAL
CLASSROOMS
-Children and parents
will realize first
language to be proud






DIFFERENCES BETWEEN FIRST AND SECOND
LANGUAGE ACQUISITION
1. INTRODUCTION
2. SIMILARITIES BETWEEN FIRST AND SECOND LANGUAGE ACQUISTION
-Developmental Sequences , Acquisition Order, Linguistic Universals and
Markedness, Input, Behavioristic Views Of Language Acquisition, Zone
Of Proximal Development
3. DIFFERENCES IN FIRST AND SECOND LANGUAGE ACQUISITION
The Acquisition / Learning Hypothesis, The Critical Period Hypothesis,
Fossilization, Social Factors
4. IMPLICATIONS FOR LANGUAGE TEACHERS
5. CONCLUSION




BASIC
PRINCIPLES /
THEORIES OF
SECOND
LANGUAGE
TEACHING AND
LEARNING
1. THE
ACQUISITION -
LEARNING
DISCTINCTION
2. THE NATURAL
ORDER
HYPOTHESIS
3. THE
MONITOR
HYPOTHESIS
4. THE INPUT
HYPOTHESIS
5. THE
AFFECTIVE
FILTER
HYPOTHESIS














DIFFERENCES BETWEEN FIRST LANGUAGE
ACQUISITION AND SECOND LANGUAGE LEARNING

FIRST LANGUAGE
NATURAL PROCESS
LEARNERS ALWAYS CONTACT
WITH THE LANGUAGE
EASY TO LEARN
SECOND LANGUAGE
LEARNING PROCESS
LEARNERS HAVE LESSER
CONTACT WITH THE
LANGUAGE
DIFFICULT TO LEARN

PART 2 : GRAPHIC ORGANISER
TITLE AUTHOR (S) SOURCE
1. DIFFERENCES
BETWEEN FIRST AND
SECOND LANGUAGE
ACQUISITION

Hulya IPEK

www.ccsenet.org/journal.html

2. DIFFERENCES
BETWEEN FIRST AND
SECOND LANGUAGE
ACQUISITION
J09W
J09wblog
J09w.com/wp/?p=37

3. BASIC PRINCIPLES /
THEORIES OF SECOND
LANGUAGE TEACHING
AND LEARNING
Reid Wilson Krashen, Stephen D.1981.Principles and Practice in Second
Language Acquisition..English Language Teaching series.
London:Prentice-Hall International (UK) Ltd.202pages

4. APPROACHES /
METHODS /
TECHNIQUES IN
SECOND LANGUAGE
AND LEARNING
Edward M.Anthony English Language Teaching (ELT) Journal ,vol.17(p.63-
670.1963

5. LEARNERS ROLES IN A
LANGUAGE
CLASSROOM
KREIS.J http://net.educause.edu/ir/library/pdf/NLI0547.pdf

6. TEACHERS ROLES IN
A LANGUAGE
CLASSROOM
KUNSTOVA,J The Final work .Olomouc.pdf UP



DIFFERENCES BETWEEN FIRST LANGUAGE
ACQUISITION AND SECOND LANGUAGE LEARNINGL


FIRST
LANGUAGE
The basis for learning is universal grammar
alone
Children spend several years listening to
language,babbling and using telegraphic
speech before they can form sentences.
Acquiring a first language happens
naturally
Learners have many chances to practice
with native speakers
SECOND
LANGUAGE
Knowledge of the first language also
serves as a basis for learning the
second language.
Learning is more rapid and people are
able to form sentences within a
shorter period of time
Often requires conscious effort on the
part of the learner
Learners may or may not have the
opportunity to practice extensively with
native speakers.