Teaching English to early learners, adults, seniors and
specific needs students within the framework of
Alternative Education
Dr. Eulalio Fernández Sánchez
Universidad de Córdoba
Guide for the presentation
1. Introduction
2. The concept of alternative education: a recurrent term turning fashionable at present
2.1. Origin and types of alternative education
3. Identification and definition of FL(A)T: Foreign language learning and teaching within Alternative Education
4. Theoretical assumptions of the BRaIN Approach: A psycho-biologist attempt incorporating a cognitive
theory of learning
4.1. Definition of language within the BRaIN approach 4.2. Difference between L1 vs. L2 acquisition
4.3. The triune brain theory 4.4. Multiple Intelligence theory
5. New opportunities for research within the BRaIN Approach 5.1. Basic and applied reserach and design of teaching materials 5.2. Groups of learners within FL(A)T
5.2.1. Early language learners (ELL) 5.2.2. Adults and seniors
5.3.3. Specific Needs Students (SNS)
ELT for ELL, seniors and SNS within FL(A)T Dr. Eulalio Fernández (University of
Córdoba)
INTRODUCTION
http://www.elmundo.es/elmundo/2013
/08/13/economia/1376388549.html
3 ELT for ELL, seniors and SNS within FL(A)T
Dr. Eulalio Fernández (University of Córdoba)
Academic
learning
(Student)
Lifelong learning
(individual)
English
learning
and
teaching
The concept of alternative education
a recurrent term turning fashionable at present
Underpinnings of alternative education:
– Respect for every person
– Balance
– Decentralization of authority
– Noninterference between political, economic, and
cultural spheres of society
– A holistic worldview
ELT for ELL, seniors and SNS within FL(A)T Dr. Eulalio Fernández (University of
Córdoba)
Definition of FL(A)T
ELT for ELL, seniors and SNS within FL(A)T Dr. Eulalio Fernández (University of
Córdoba)
5
L2 learners FL(A)T scope
Early learners (birth to 5 years)
Specific
Needs
students School and university
students
Primary, secondary and tertiary education
Adults (25 to 55 years)
Seniors (55 years on)
Theoretical assumptions of
the BRaIN approach
ELT for ELL, seniors and SNS within FL(A)T Dr. Eulalio Fernández (University of
Córdoba)
6
Cognitive definition of language
Cognitive paradigm
Body
Mind
SLA is a psycholinguistic process based
on the acquisition of knowledge
What do we mean by language
acquisition?
The process by means of which a person gets a system of oral
communication
Language: system of communication based on conventionalized
knowledge
ACQUISITION: get, come to have
DEFINITION
Psicolinguistics (process)
Linguistics (system)
SYSTEM PROCESS
How is language
acquired?
• Language acquisition is the result of an instinct
(Steven Pinker)
• We are born with the LAD (Noam Chomsky)
• Humans have a critical period for the
Biological, cognitive and psychological
status of L1
Neural-physiological development
Cognitive development Psychological development
… L1 L1 L1 L1 L1 L1 L1 L1 L1 L1 L1 L1 L1 L1 …
L1 or mother tongue becomes the main instrument for:
• communication,
• interactions with outer world and conscious inside,
• learning
• socialization
THE INSTINCT THAT TURNS HOMO SAPIENS SAPIENS INTO A
SPECIES
A pesar de que el lenguaje sólo se adquiere una vez,
las lenguas pueden adquirirse/aprenderse de forma permanente
DIFERENCIAS:
El proceso de adquisición
de L2 es:
• no natural
• artificial
• académico
• explícito
• motivado
• dependencia del desarrollo
cognitivo y psicológico
SEMEJANZAS:
• mismo fin: la
comunicación oral
• adquisición de un
sistema análogo
• misma secuencia de
adquisición
Si bien ambos procesos son análogos desde el punto de vista
lingüístico, a través de la psicolingüística se perciben como
procesos diferentes por razones biológicas, cognitivas y
psicológicas.
¿Cómo se adquieren las lenguas
extranjeras?
¿Qué es el aprendizaje de una segunda lengua?
• Adquisición vs. Aprendizaje (Krashen, 1981)
• Segunda lengua vs. lengua extranjera • Inter-lengua (Selinker, 1972) • Destrezas lingüísticas (MCERL) Aclaraciones terminológicas
Según Ellis (1995), el término adquisición de segundas lenguas se aplica a
todo proceso mediante el cual una persona llega a adquirir una lengua
adicional a su lengua madre
.
L1
cognición
contexto edad
Papel de L1 en la adquisición de L2
Fuente de
explicitud
L1 > L2
Fuente de
transferencia
L1 = L2
Fuente de
competencia
comunicativa
CC
L1
// CC
L2
New opportunities for research through the
BRaIN approach within FL(A)T
ELT for ELL, seniors and SNS within FL(A)T Dr. Eulalio Fernández (University of
Córdoba) 13
Early
learners
School
learners
Adults
Seniors
Specific
needs
students
Basic research X X X X Applied research X X X X Material assessment and evaluation X Xbasic
applied
materials
ELT for ELL, seniors and SNS within FL(A)T Dr. Eulalio Fernández (University of
Córdoba)
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1 year
2 year
3 year
4 year
5 year
Linguistic
components
6 m 12 m 18 m 2 4 m 3 0 m 3 6 m 4 2 m 4 8 m 5 2 m 5 6 m PHONETOLOGY LEXICON PRAGMATIC (SOCIAL US)MORPHO-SYNTAX
Early language learners
Early language learning
BRaIN approach
Stages and sequence
Adults and seniors’ SLA
ELT for ELL, seniors and SNS within FL(A)T Dr. Eulalio Fernández (University of
Córdoba)
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Cognitive
Associative
Autonomous
Specific needs students
Basic research:
* Psycholinguistic analysis of linguistic
processes.
* The role of L1 and SL en SNS’ SLA
* The role of limbic system in SNS’ SLA
Applied
research
Design of
materials
ELT for ELL, seniors and SNS within FL(A)T Dr. Eulalio Fernández (University of
Córdoba)
Conclusion
ELT for ELL, seniors and SNS within FL(A)T Dr. Eulalio Fernández (University of
Córdoba)
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