A language learning state of mind: How activity design shapes development

2887 

Session 

Non-language specific 

English 

Lara Bryfonski  
Georgetown University

Lara Bryfonski  
Georgetown University

Language teachers have access to an increasing number of curricular resources, thanks to websites, blogs, and social media accounts dedicated to sharing materials and ideas. It has also never been easier to create customized teaching activities with generative AI tools. However, with the sheer quantity of options, it is even more important to be able to evaluate activities based on their ability to harness learners' attention and internal cognitive processes to support language development.

Inspired by this reality, this session explores five different activity types: language exercises, thematic exercises, meaning-focused activities, tasks, and integrated tasks. Drawing on important features of second language acquisition like noticing, awareness, and depth of processing, the session aims to provide attendees with a step-by-step process for evaluating individual and sequences of activities for their ability to promote the cognitive processes essential for language acquisition.

After attending this session, participants will be able to identify desirable cognitive processes for language acquisition.

After attending this session, participants will be able to evaluate language learning activities based on the cognitive processes they are most likely to spark.

After attending this session, participants will be able to structure sequences of language learning activities to promote language development.

In this session, presenters will first introduce each of the five activity types, using examples from K–16 Arabic, Chinese, Korean, and Russian lessons. Relevant research will also be discussed to illustrate how each activity's structure ability promotes important learner-internal cognitive processes. Attendees will co-construct an evaluation protocol for reviewing activities' potential to support language development.

Attendees will then be guided through two interactive evaluative cycles. In cycle one, they will review an individual activity and make predictions about the type of cognitive processes it may foster, sharing their ideas with digital tools. In cycle two, attendees will work in teams to review a series of activities to evaluate the cognitive processes they are likely to promote. To conclude, attendees will be directed to a free, online collection of activities where they can continue to experiment with the evaluation protocol with their language department.

We all know that what is on page 87 of the textbook does not necessarily end up in learners' heads, but what is going on up there? How can we encourage cognitive processes that are most beneficial for language acquisition? This session explores how activity designs can promote cognitive processes that research shows are essential for development.

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Curriculum and Instruction