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Transcript of SEMINAR
Laura Turra Loaiza
Lead Advisor: Miss Juana Barrientos
ILIN 296 Professional Degree Seminar
Dr. Amalia Ortiz de Zarate
Ms. Andrea Lizasoain
Ms. Katherina Walper Teaching English in the Hospital Classroom: Acquiring the English Language through Natural Approach. To develop English workshops based on the Natural Approach for students from pre-school to fourth grade that attend the hospital classroom in Valdivia. General Objective 1.2.1 Definition and goals of the Natural Approach
1.2.3 Principles of the Natural Approach
184.108.40.206 Comprehension precedes production
220.127.116.11 Production emerges
18.104.22.168 Acquisition activities are central
22.214.171.124 Lower the affective filter 1.2 Theoretical Framework 1.- To describe hospital schools’ education in Latin America and Chile.
2.- To create a set of activities based on the Natural Approach for the hospital classroom’s students to acquire English language.
3.- To determine the difficulties that students from the hospital school present when attending the lessons. Specific
Objectives Can activities focused on the Natural Approach help children from pre-school to fourth grade that study at the hospital school to acquire English as a foreign language? Research Question 1.1.1 Origins of hospital pedagogy in the world
1.1.2 Hospital schools and classrooms in Chile 1.1 State of the Art
1.1.3 Legislative framework of hospital pedagogy in Chile
The Constitution of 1980
Ley de integracion social de las personas con discapacidad
Decreto supremo 374/99
Decreto Supremo 375/99
1.1.4 Hospital school in Valdivia State of the Art 1.2.3 The Natural Approach and its stages
126.96.36.199 Listening comprehension
188.8.131.52 Early production
184.108.40.206 Extending production Theoretical Framework Children with health pathologies from pre-school to fourth grade that attend the hospital school in Valdivia will acquire English language through workshops based on Natural Approach. Hypothesis Theoretical Framework 1.2.2 Krashen’s Theory and Second
220.127.116.11 Acquisition/Learning hypothesis
18.104.22.168 Natural order hypothesis
22.214.171.124 Monitor hypothesis
126.96.36.199 Input hypothesis
188.8.131.52 Affective filter hypothesis
184.108.40.206 The silent period 1.3 Hospital school in Valdivia
1.3.1 Characteristics and objectives
1.3.2 Hospital school and the English language subject Theoretical Framework Ferguson, A.C (1975) Toward a Characterization of English Foreigner Talk. Anthropological Linguistics 17(1) pp. 1-14. Retrieved from http://www.jstor.org/discover/10.2307/30027270?uid=3737784&uid=2129&uid=2&uid=70&uid=4&sid=21101071761853
Krashen, S. (1985). The Input Hypothesis: issues and implications. New York,
NY: Longman Inc.
Krashen, S. (1995). The Natural Approach. Language Acquisition in the Classroom. Great
Britain: Prentice Hall Europe.
Lightbown, P., & Spada, N. (2006). How Languages are Learned. New York, NY: Oxford
Lizasoain, O., & Polaino-Lorente, A. (1992) La pedagogía hospitalaria en Europa: la historia reciente de un movimiento pedagógico innovador. Psicothema, 4 (001), 49-67. Retrieved from http://www.psicothema.com/pdf/814.pdf
MINEDUC. (2003). Escuelas y aulas hospitalarias: Programa de educación especial. Chile.
Ministerio de Educación de la Nación Argentina. (2010) Lineamientos de la modalidad educación hospitalaria y domiciliaria. Buenos Aires, Argentina.
Navarte, L. (2006, August). Aulas Hospitalarias. Reflexiones de la VIII jornada sobre pedagogía hospitalaria. Seminar conducted at the meeting of Fundación Carolina Labra Riquelme. Santiago de Chile, Chile.
Oxford, R. (2003) Learning Styles and Strategies: an Overview. Gala. Retrieved from http://web.ntpu.edu.tw/~language/workshop/read2.pdf
Richard-Amato, P. (2005) Making it Happen. From Interactive to Participatory Language Teaching. New York, NY: Pearson Education, Inc.
Roá, E. (2008) Pedagogía Hospitalaria Chile – España – Centro América. España Retrieved from http://www.innovemosdoc.cl/diversidad_equidad/investigacion_estudios/Pedagogia_Hospitalaria.pdf References Thank You The Natural Approach places special
emphasis on the communication of
messages that are comprehensible,
include strategies that allow people to acquire a second language
in an implicit way (Krashen, 1985, p.7). “Since acquisition is central to developing communication skills, the great majority
of class time is devoted to activities which provide input for acquisition”.
(Krashen, 1980, p.58) ‘Affective Filter’:
“a metaphorical barrier that prevents learners from acquiring language even when appropriate input is available". (Lightbown and Spada, 2006, p.37) “The Input Hypothesis claims that humans acquire language only one way – by understanding messages, or by receiving ‘comprehensible input’” (Krashen, 1985, p.2). Listening Comprehension
students at this level are just beginning
their acquisition process and they go through a silent
period, which means that the teacher must not oblige them
to speak before they are ready.
Besides, during the first hours of the class,
the teacher must carry out activities in
which the students do not have to reply in the target language, they just have to imitate the teacher and try to understand the second language. Apart from that, the activities and the teacher should provide lots of comprehensible input in order to be more understandable. (Krashen & Terrel, 1995, p.76). Early production:
At this stage, the responses of the students are longer compared to the ones made in the first stage. For instance, if the teacher asks “who has on a blue dress?” the students may answer “Emily has dress” instead of just “Emily”. Once the longer responses start to appear, they come naturally and abundantly, especially if the teacher provides a comfortable environment in which students can answer freely without being punished or embarrassed (Richard-Amato, 2003, p. 180). Extending production:
“errors are still made but, if enough comprehensible input has been internalized, they should gradually decrease as the students move toward full production” (Richard-Amato, 2003, p. 185). The main objective of the “Escuela Hospitalaria de Valdivia” is to give schooling opportunities to children who have to stay in “Hospital Regional de Valdivia”, due to their treatments and pathologies, and to help them not to fall behind their studies, so they will be able to return to their regular schools as soon as they get better or when their treatments finish (N. Bucarey, IDI, August 31st, 2012). The English subject has been taught at the “Escuela Hospitalaria de Valdivia” since 2010, however, it has just included students from fifth to eighth grade. That is to say, students from pre-school to fourth grade that attend the Hospital School have not received knowledge regarding the English subject (J. Flies, IDI, August 24th, 2012). Bell, J. (1992) Doing your research project: A Guide for First-Time Researchers in Education and Social Science. Philadelphia: Open University Press.
Flores, R. (2009) Observando Observadores: Una introducción a las Técnicas Cualitativas de Investigación Social. Santiago de Chile: Salesianos Impresores S.A
McMillan, J. & Schumacher, S. (2005)
Investigación Educativa. Madrid: PEARSON EDUCACION,
S.A.Nunan, D. (1992) Research Methods in Language Learning. New York, NY: Cambridge University Press. Research (Methodology)