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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