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[EnglishLanguage 4759] Re: Critical thinking as a key part of(second) language acquisition
Steve Kaufmann
steve at thelinguist.comSat Aug 8 21:26:37 EDT 2009
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Hi Joe,
Are you sure that the goal of the learner is to move on up to higher-level
language use and analysis. That may be what the teacher wants to do, but I
have never felt that need as a learner. If I asked our learners if that was
their goal, I think very few would say it was.
Steve
On Sat, Aug 8, 2009 at 2:06 PM, Joy Peyton <JPeyton at cal.org> wrote:
> Hi, Steve. Actually, any of these situations can be turned into
> opportunities for higher order thinking and metacognition. That is their
> beauty. We can begin with learners' interest and move on up to high-level
> language use and analysis if that is the goal. I think that this is
> precisely what we need to learn/be able to do.
>
> Joy Peyton
> Center for Applied Linguistics
>
> ------------------------------
> *From*: englishlanguage-bounces at nifl.gov
> *To*: The Adult English Language Learners Discussion List
> *Sent*: Sat Aug 08 11:50:50 2009
> *Subject*: [EnglishLanguage 4757] Re: Critical thinking as a key part
> of(second) language acquisition
> Some people like learning languages from songs. Some people learn best by
> watching cartoons or popular culture programs on television. Children seem
> to learn faster than adults. The highest levels of multilingualism occur
> where languages coexist and where there is a motivation to learn, without
> regard to the formal education level of the speakers. Generally people learn
> best if they are exposed to language content that is meaningful and
> interesting to them.
>
> I do not see how "higher-order applications of thought and cognition" or
> "metacognition and metalanguage' are involved in the learning process in
> these situations.
>
> Steve
>
>
>
> --
> Steve Kaufmann
> www.thelinguist.blogs.com
> www.lingq.com
> 604-922-8514
>
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--
Steve Kaufmann
www.thelinguist.blogs.com
www.lingq.com
604-922-8514
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