You are here:
Four Principles of Second Language Learning
Key content
Things to think about
Transcript
Transcript
Dee Reid - Te Reo Māori Advisor, School Support Services, University of Waikato:
These are the ten principles of second language teaching, no particular order, it doesn’t mean that number one is more important. All I’ve done is I’ve made the ones that are most appropriate in the early sort of stages, of beginning to teach or learn a language. And number one is around formulaic expressions and that’s just about words in isolation, not just vocab.
So they are learning complete sentences or complete phrases in the context that they’ll use them. Things like, "kia ora", things like "pēhea ana", okay? Things like "ka kite". You know it doesn’t matter about teaching grammar at that point; you don’t have to say why is it "kia ora" and not "ka ora", okay? Grammar’s important but it comes later.
[On screen]
... 6. requires extensive target language input both explicit and implicit
Number six, opportunities for your learners to see and hear te reo Māori, okay? And again as June alluded to, whether that’s explicit, so it’s language teaching episode or implicit like posters around the wall, it doesn’t matter.
[On screen]
... 7. requires opportunities for output
Number seven, so ... all that reo students have received, are they having a chance to use it? So are they having opportunities to kōrero te reo, to tuhituhi? Okay, so that’s just about that, don’t get hung up on the words ... that’s all it is.
[On screen]
... 8. opportunities to interact with the target language
And number eight about interaction. And again, there’s different levels of interaction, 'cause are they getting to interact with you as the teacher? What about interaction with their peers, fellow learners? What about interactions with kuia or kaumātua, tumuaki? And see those occasions or the people that they’re interacting with are all very different. So, think about that one too.
