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Unit 5 an additive approach to planning in plurilingual classrooms

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Jordi Seriols

English training course for teachers who need a certification to teach through English

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UNIT 5. AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS. LANGUAGE ACQUISITION RESEARCH.
AIMS OF THE SESSION ,[object Object],[object Object],[object Object],[object Object],[object Object]
INTRODUCTION ,[object Object],[object Object]
SUPPORTING MOTHER TONGUE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
BILINGUALISM ,[object Object]
BILINGUALISM ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR ,[object Object],[object Object],[object Object]
THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR
THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR ,[object Object],[object Object]
THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR
THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR ,[object Object],[object Object]
THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR ,[object Object],[object Object],[object Object],[object Object]
THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR ,[object Object],[object Object],[object Object]
THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR ,[object Object],[object Object],[object Object],[object Object],[object Object]
THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
FACTORS AFFECTING LANGUAGE ACQUISITION (I) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
FACTORS AFFECTING LANGUAGE ACQUISITION (II) ,[object Object],[object Object],[object Object]
INTERACTIONISM (I) ,[object Object]
INTERACTIONISM (II) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
INTERACTIONISM (III) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
INTERACTIONISM (IV) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
INTERACTIONISM (V) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SEE YOU NEXT WEEK THANKS FOR YOUR ATTENTION

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Unit 5 an additive approach to planning in plurilingual classrooms

  • 1. UNIT 5. AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS. LANGUAGE ACQUISITION RESEARCH.
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8. THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR
  • 9.
  • 10. THE COMMON UNDERLYING PROFICIENCY THEORY AND THE ICEBERG METAPHOR
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23. SEE YOU NEXT WEEK THANKS FOR YOUR ATTENTION