Step 3:

How the Case Studies Adapted Instruction

Methods that Encourage L1 Connections

There are many methods of instruction that encourage connections between the L1 and the L2:

New Concurrent Method,
Community Language Learning
Dodson’s Bilingual Method (Halasa & Al-Manaseer, 2012, p. 73).

Drawbacks: Teacher's high proficiency in student's L1

Each of these methods requires the teacher to have a strong understanding of the L1’s within the classroom.
This can become impractical and even problematic in teaching situations with more than one L1 present in the classroom.
Can create problems for students whose L1s are more uncommon.
- Important to consider how to provide instruction without relying on the usage of L1 by the teacher during instruction.

Methods Used in the Case Studies

Explicit Instruction

Sheen's Methods of Instruction:

When incorporating Linguistic Analysis and processes into instruction, the case studies discussed on adjoining pages, generally used explanations that explicitly brought out the differences during instructions.

Sheen's case (1996) study taught the EG by explaining the differences between the languages (p. 188).
- Focused on several grammar features including copulas, articles, will, propositions, the use of auxiliaries in questions and negatives, relative clauses, and specific verbs (Sheen, 2016, p. 189).
- Instruction regarding each of these features began with an explanation regarding the differences between the two languages.
- Activities were used that emphasized the grammatical features of the L2 (p. 189). It is important to note that in this case study explanations regarding the differences were provided in Arabic at the beginning of the course (p. 188).

Connections between Languages

Lin and Chuan’s (2014)

A similar method to the one used in the Sheen’s study (1996) was employed by Lin and Chuan’s (2014) to incorporate the CA input into instruction.
- Focused on the instruction of English Relative clauses to Mandarin Chinese speaking ELLs focusing on the differences that included the position of relative clauses within sentences.
Differences
- Included an explanation of the connection between the function of the Chinese character “de” (的) and how relative pronouns are decided in the English relative clause.
- Beyond providing explanations, Lin and Chuan (2014, p. 101) also utilized comparisons tables to illustrate the difference in a visual manner to ELLs.

While the three case studies highlighted in this section incorporated specific strategies there are potentially many different methods to incorporate the information from linguistic analysis, CAH, EA, and SFL with the most common being explicit explanation. While Linguistic Analysis has proven to assist in providing effective instruction, there are potential challenges when trying to incorporate them in real-world situations.

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