Richard-Amato (Introduction, Ch 1 & 2)

Introduction

Here, we are introduced to "an interactive conceptualization for second-language teacher education where three basic elements interact with one another. There is the affective base, the experience base and the knowledge base. It is important to keep in mind the role of other factors, those personal ones which include intelligence, decision-making skills, among others.

Chapter 1: From Grammatical to Communicative Approaches

This chapter is about exactly what the title suggests: Richard-Amato begins by exploring popular methods of foreign-language teaching in the past (grammar-translation, audiolingualism, cognitive-code approaches, "Berlitz"). What these methods have in common is the explicit focus on grammar in instruction.

To transition to more communication-focused approaches, Richard-Amato rightly cites the controbutions of Chomsky, notably his innatist theory. Consider the way that children around the world develop language based on similar linguistic elements; the LAD (Language Acquisition Device) and UD (Universal Grammar) are both ideas that support this notion of universal linguistic network of structure.

Finally, Richard-Amato discusses the implications for SLA. Is exposure enough to prepare one for SLA for second language learners, as some innatists believe? Or is a more "tailored" approach, where the learner receives input suited to his or her proficiency level, more appropriate? The second strategy is relies on motherese or caretaker talk in terms of input. A strategy we have looked at in other sources.

Chapter 2: The Classroom as an Environment for Language Acquisition

At the start of this chapter, Richard-Amato poses the question:

"Have you ever attempted to learn another language in a classroom setting?" A simple question, but it made me stop and think for a minute. English and Arabic I acquired largely from my environment before I even started going to school. French on the other hand, was learned in a classroom (neither of my parents speak French). This question carries so many implications I had never even considered. This is the basis of this chapter.

Richard-Amato points out some differences between first and second LA, noting age, for instance which can be an advantage (more cognitively developed) and a disadvantage (incresased inhibitions, for example). This difference in age is something we will observe in our own classrooms depending on the grade level we are interested in teaching.

As a side note, I plan to Google teh Tukano tribes of South America (who marry someone outside of their own first langauge)--interesting! They note motivation as a factor that contributes to thier nativelike proficiency. This makes me think of my own parents who met while studying at the same university in Cairo. My father was taking Arabic classes (to make his work stay in Egypt more enjoyable), and my mother was taking English classes. As they ended up moving to the U.S., my mother was much more motivated to improve her English, than my father was to improve his Arabic even though he is presented with many opportunities to use his (now very limited) Arabic..

Finally, in terms of language acquisition in the classroom, Richard-Amato describes Krashen's Acquisition Process and Performance Model. Wherein either the Affective Filter or The Monitor influence input and output, respectively. As a low risk taker, I think my Monitor had a real impact on my own output, especially when I was starting out as a beginner.

(Note to self: Ellis's Variable Competence Model, which focuses on interaction) is also discussed in this chapter.)