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Sheltered Initiation Language Learning: Introduction and Initial Validation of its Application in Teaching Chinese as a Foreign Language.

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Title: Sheltered Initiation Language Learning: Introduction and Initial Validation of its Application in Teaching Chinese as a Foreign Language.
Authors: CHEN, Sibo1
Source: Chinese Journal of Applied Linguistics (De Gruyter). Aug2013, Vol. 36 Issue 3, p291-303. 13p.
Subject Terms: *Strategy Inventory for Language Learning, *Grammar translation method (Language teaching), *English as a foreign language, Chinese as a second language
Geographic Terms: San Diego (Calif.), California
Abstract: Teaching Chinese as a Foreign Language (TCFL) has become a prevalent phenomenon around the world in recent years. Current TCFL pedagogies are influenced by Teaching English as a Second/Foreign Language (TESL/TEFL) so much that many traditional TESL/TEFL pedagogies such as the Grammar-Translation approach and the Audio-Lingual approach dominate current Chinese classes. This article provides an introduction and an initial validation of a newly developed pedagogy, Sheltered Initiation Language Learning (SILL), and its recent application in TCFL in San Diego, California. Compared with traditional ESL/EFL pedagogies which have been criticized for the neglect of the learner's communicative development, SILL is innovative for its emphasis on authentic and spontaneous speech, modified input as well as asymmetric teaching sequencing. With these factors, SILL is designed to promote students' oral language skills for communicating effectively in concrete situations. The initial validation of SILL suggests that despite several fallacies in classroom activity designs, SILL is a successful pedagogy welcomed by both teachers and students. Based on these discussions, the article proposes that SILL has the potential to be an effective pedagogy for Chinese Oral Language Teaching. [ABSTRACT FROM AUTHOR]
Copyright of Chinese Journal of Applied Linguistics (De Gruyter) is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Sheltered Initiation Language Learning: Introduction and Initial Validation of its Application in Teaching Chinese as a Foreign Language.
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  Data: *<searchLink fieldCode="DE" term="%22Strategy+Inventory+for+Language+Learning%22">Strategy Inventory for Language Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Grammar+translation+method+%28Language+teaching%29%22">Grammar translation method (Language teaching)</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+as+a+second+language%22">Chinese as a second language</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22San+Diego+%28Calif%2E%29%22">San Diego (Calif.)</searchLink><br /><searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Label: Abstract
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  Data: Teaching Chinese as a Foreign Language (TCFL) has become a prevalent phenomenon around the world in recent years. Current TCFL pedagogies are influenced by Teaching English as a Second/Foreign Language (TESL/TEFL) so much that many traditional TESL/TEFL pedagogies such as the Grammar-Translation approach and the Audio-Lingual approach dominate current Chinese classes. This article provides an introduction and an initial validation of a newly developed pedagogy, Sheltered Initiation Language Learning (SILL), and its recent application in TCFL in San Diego, California. Compared with traditional ESL/EFL pedagogies which have been criticized for the neglect of the learner's communicative development, SILL is innovative for its emphasis on authentic and spontaneous speech, modified input as well as asymmetric teaching sequencing. With these factors, SILL is designed to promote students' oral language skills for communicating effectively in concrete situations. The initial validation of SILL suggests that despite several fallacies in classroom activity designs, SILL is a successful pedagogy welcomed by both teachers and students. Based on these discussions, the article proposes that SILL has the potential to be an effective pedagogy for Chinese Oral Language Teaching. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Chinese Journal of Applied Linguistics (De Gruyter) is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=90056422
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        Value: 10.1515/cjal-2013-0020
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        Text: English
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      – SubjectFull: Grammar translation method (Language teaching)
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      – SubjectFull: English as a foreign language
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      – SubjectFull: Chinese as a second language
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      – SubjectFull: San Diego (Calif.)
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              Text: Aug2013
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