• Understanding Language Acquisition
  • Cover
  • Session 1: Language and Identity
  • Session 2: Who are Our ELLs? Defining Needs and Strengths
  • Session 3: Current Realities: ESL Programs and Practices
  • Session 4: Creating Comprehensible Input
  • Session 5: The Role of Interaction
  • Session 6: Stages of Development and Errors and Feedback
  • Session 7: Proficiencies and Performances
  • Session 8: Displays of Professional Development
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  • Translations
  • HW 4.2 Understanding Interaction

    • HW 4.2 Understanding Interaction

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    Learning Outcome Pedagogical Intent Student Position

    Identify and analyze the role of input and inter-action patterns to promote language development.Develop instructional alternatives to build second language learners’ compe-tence and performance in a variety of contexts.

    Assessment: 25 pts.

    Due: Session 5

    Teachers use input and interaction in combination to create a richer learning environment for English language learners they work with.

    Students have learned about the concept of Communication and its first principle, Input. They are now prepared to read about the principle of Interaction.

    Instructions

    1. Read the following five selections that address various aspects of the SLA principle of Interaction.
      1. Reading A: Code Switching and Interaction
      2. Reading B: Characteristics of Interactional Modifications
      3. Reading C: How Teachers Can Help Second Language Learners Begin to Communicate
      4. Reading D: Classroom Routines and Participation Structures
      5. Reading E: We Can Talk: Cooperative Learning in the Elementary ESL Classroom Read the introductory paragraph and the section ‘Output’.
    2. As you read, take notes on the Reading Guide: Interaction, provided to prepare you for participation in a class discussion during Session 5.

    This content is provided to you freely by BYU Open Learning Network.

    Access it online or download it at https://open.byu.edu/understanding_language_acquisition/hw_42_understanding_.