It's a truism, perhaps, that many learners reach a ‘plateau', beyond which no amount of instruction or use seems able to budge them. Are there any (psycholinguistic, sociolinguistic) grounds for believing that this so-called fossilization is terminal? What does it take to move a learner beyond the plateau? Based on his own experience of attempting to kick-start his fossilized Spanish, the speaker will look at the role of such factors as classroom instruction, extensive reading, vocabulary memorization and real language use as possible antidotes to ‘arrested development' in a second language.
Presented by Scott Thornbury.
Scott Thornbury (MATEFL, with distinction, University of Reading, UK), a native of New Zealand who now lives in Spain, is currently series editor of the Cambridge Handbooks for Teachers series. He has been a prolific writer of books and articles for teachers and students and a tireless presenter at international ELT conferences, sharing the knowledge gained from his more than 30 years of experience as a teacher, teacher trainer, writer and researcher.
The event is free, but reservations are required.
Sponsored by the Department of Language Learning and Teaching.
When & Where
Language Learning and Teaching @ The New School
The New School is a leading university in New York City offering degree, certificate, and continuing, and continuing education programs in art and design, liberal arts, management, policy, and the performing arts.
The School of Language Learning and Teaching trains teachers of English to speakers of other languages in highly regarded degree and certificate programs. The school also provides foreign language instruction, including English as a foreign language, for students throughout the university.