Tree of Learning

 “Children do not need to be made to learn about the world or shown how. They want to, and they know how.”

John Holt

etreeremoval.com

    Students learn best in the most natural environment where there a balance of explicit and implicit strategies to the second language learner.  Like a tree, it grows in the warmth of the sun, the soil and water - all natural.  

An ESL Learning Environment



ellbillofrights.com



There are major components that make a learning environment conducive for all learners and most especially for ESL students.  Academic standards have to be met to ensure that students' needs are met.  Teachers's understanding of culture and langauge creates a positive setting for the learner.

Stories, Music, Games for Learning

There are many ways to learn a second language. ESL students learn best in a welcoming environment that reduces anxiety and intimidation.  Games, music, chants, and storytelling motivates students and hold their interest in the most natural approach.

tipsfor2012andbeyond.blogspot.com

                                                                                                                 buycashflowproperties.escapeartist.com

Literacy in ESL

ESL students can be reached with a variety of ways using a literature-based curriculum.  A good book may stir up interest and motivation. 

IMAGE:  freeology.com

Chapter 19/20

 “The limits of my language mean the limits of my world” 

Ludwig Wittgenstein

In order to succeed in an ever changing world, we need to think and act globally.  In order to understand others, we need to speak other “languages.”

The concept of the “villages” of total immersion of language, culture and food leads to a global understanding of other cultures and language.  What a peaceful world it will be!

Image:  Children Around the World stock photography. Children Around the World  123rf.com

Teaching ESL and Others

obpl.blogspot.com

With techonology and training, instruction for English as a Second Language students has expanded and reaches all learners.  ESL students will find additional success in all content areas with language included. 

ESL -Being Diverse

ESL programs have reached beyond the elementary, middle and high school walls.  There are many programs that support language learners of all ages.  It shows how diversified our country has become.

Website for this image

Contact the ESL Department. ESL students. Myo Myint - Division Chair

missioncollege.org

ESL Programs



ESL programs have reached beyond the elementary, middle and high school walls.  There are many programs that support language learners of all ages.  It shows how diversified our country has become.

“The limits of my language mean the limits of my world”  Ludwig Wittgenstein

In order to succeed in an ever changing world, we need to think and act globally.  In order to understand others, we need to speak other “languages.”

The concept of the “villages” of total immersion of language, culture and food leads to a global understanding of other cultures and language.  What a peaceful world it will be!

Children Around the World stock photography. Children Around the World   123rf.com

Farewell

We must find strategies and educational arrangements for teaching young people according to their needs, rather than according to ours." ~Bernard Fryshman

As we bid this semester adieu, we reflect on what we have taken from the course.  I thought that this quote seems befitting...to finding the appropriate instruction for each child that enters our classroom doors…

Thank you for sharing your knowledge and experience….Best of luck to all you as you open many doors for the children in your care...

lorna

Image:  c9f.e2bn.net    http://www.google.com/imgres

Good-bye!

Awww man! I missed the food! :D I had fun in class! I'm going to miss everyone! :(

Farewell ED 481

I feel very privileged to have participated in a course that combines face to face interaction with online learning. No matter which setting we were in I think our learning will never end. Thank you all for your tips and perspectives on teaching. I will keep them handy when it comes to student teaching this fall. Finally this class has encouraged me to keep on pushing forward and working towards being a great teacher.


Adios my wonderful classmates!

And thanks for all the fish!

Again, thank you all for the experience. Thank you to my fellow undergrads. Our support circle shall always reign supreme with me. Thank you to the actual teachers, who have opened my eyes to the things I didn't think of when I signed up for this future. And thank you to Dr. Rivera as our Mistress of Ceremony.

This class has given me a lot and I can only hope that I have contributed to it as well.

Hope to see everyone soon!

Good bye!

Everyone did a great presentation today! Thank you!

Final Reflection

We finally submitted our last assignment! I had many assignments for this class and I now feel free :)

Nice thoughts to have...

I enjoyed how we worked to end this semester on a very positive note. The activities tonight really tied in the fact that although we only saw each other once a week and then every now and then, we still really learned a lot about each other. These are the kind of activities that I do not think about, but once I do them, I realize that I should really contemplate integrating this into my future plans for teaching.

Chapter 19 & 20

I liked these two chapters because they introduced new age style language immersion programs. I really think UOG would benefit from a language camp approach incorporated with the summer fitness camp. Also I think the idea of a bilingual and bicultural institute would be helpful in preserving the Chamorro language on Guam. Also it may help newcomers to Guam who do not speak English ease into the English language. Lastly I think students acquire language more in the academic setting rather than learning on their own with no help.

Chapters 15 & 16

These chapters presented the component that are important for lesson planning such as creating an approach to teaching and the materials needed for the activity. Both are important because they both are essential factors in creating a meaningful learning experience for ESL learners. However as ESL teachers we have to remember that an ESL curriculum must always be ready to be changed according to the students' levels of comprehension in reading, speaking, writing, and listening. Lastly for materials teachers should be creative and implement technological tools to introduce a higher learning skill in the classroom.

Chapters 19 & 20: Finally done! whew! :)

Foreign Language Programs is encourage in today's generation. The bilingual population in our society is continuing to increase. Moreover, bilingualism is now viewed as a positive thing. On the other hand, Bilingual and Heritage Programs can also be effective in reviving languages that are becoming extinct. These two programs are tested in the U.S. and they are proven to have positive results.

Chapter 18

ESL Programs are one of the programs that is essential to the success of education in a country or nation with diverse populations of people with different ethnicity.

Chapter 15

As with everything else in life, it is imperative to devise a plan when teaching students a second language.  Planning is important because it is the leveraged time, provides framework for informed decision making, reduces crisis management, and allows focus and personal energy direction.

Chapter 14

The one thing that stood out to me the most in this chapter is the little excerpt on the first page.  "When given the opportunity to talk about themselves in personally relevant ways, students tend to become much more motivated.  The result is that they want to be able to express their feelings and ideas more in the target language.  They want to communicate.  When this happens, growth becomes a reciprocal process; enhancing personal growth enhances growth in the foreign language."  I agree with Moskowitz a hundred percent.

Chapter 13

This chapter is about numerous ways to promote literacy development in a second language.  Some of the methods mentioned are, Language Experience Approach, Literature-based Curriculum, Writing Workshop, and Advanced Academic Literacy. All these methods are effective in one way or another. However, in order for  literacy development take place, it is critical for the teacher to know his/her students' learning styles, what method is best for the class, and the kinds of activities to utilize during the delivery of instruction.

Chapter 12

Based on the reading, as well as additional research, I found that "games are very useful in a class because they provide an opportunity for students to use their language in a less formal situation, without pressure of doing it absolutely right or not, but with enthusiasm for winning the game, as well as practicing the language."  There are also many advantages of using games in the lesson.  One advantage is that games are flexible in that they can be used to teach different parts of the lesson. Another obvious advantage is that games make the lesson much more fun.  It is also obvious that when students are having fun, they are more motivated to learn and are more willing to participate in the lesson.

Chapter 11

I agree with the author when she states that "storytelling, role play, and drama allow students to explore their inner resources, empathize with others, and used their own experience as scaffolds on which to build credible action."  When  a story is told in the first language to the point that students are familiar with the story, the student will not only be able to interpret the story when told in the second language, but they will also be able to internalize the words in the second language.  Role play and drama are just extensions of storytelling in that they help students get in touch with their creative sides to act out the story.

Chapter 10

I totally agree that chants, music, and poetry are helpful tools for teaching a second language.  They help improve listening and speaking skills, vocabulary and reduces anxiety and inhibition in second language students.

Chapter 9

Chapter 9 is about Interactive Practices.  I believe that interactive practices are great methods  for teaching a second language.  Natural Approach is one method discussed,  and its based on four stages.  Stage 1 - comprehension, Stage 2 - early speech production, Stage 3 - speech emergence and beyond, and Stage 4- is when activities are more complex, and requires greater understanding of the language in order to be fulfilled/completed.
As with everything, the Natural Approach has its limitations, which I am not surprised based on the interactive activities used.  The activities proved that the method was geared toward beginning to low intermediate students.
  

Chapter 8

Chapter 8 focuses on physical involvement in the language learning process.  I feel that physical response activities are only effective in the beginning because as the lesson becomes more complex, the less physical activity is required.  Instead, mental activities are required at advanced stages of the lesson.

Chapter 7

This chapter focuses on testing in second language teaching.  There a various methods of testing, i.e. norm-referenced vs. criterion referenced, indirect vs. direct, discrete point vs. integrative, that teachers may utilize to evaluate students' progress.  However, regardless of what method is used, I believe that students should not just be tested to determine progress.  Instead, teachers should utilize tests results in lesson planning, student placement, and as a means of incentive.

Chapter 6 - Affective Domain

I agree that affective domain can either enhance or hinder second language learning.  Attitude, motivation, and level of anxiety, each play a different role in a student's experience with second language learning.

Chapter 5

Chapter 5 focuses on implicit and explicit teaching strategies.  I personally feel that although there should be a mixture of both strategies when teaching a new language, implicit teaching strategies should be focused on more than explicit.  Explicit teaching strategies should be used in the introductory stages of teaching a new language for it enhances implicit learning in which individuals actually apply their knowledge.

Chapter 4

Chapter 4 is about participatory language teaching, in which students learn best when learning strategies are well timed, suited to the students' needs and compatible with students' cognitive styles and cultural expectations. Learning a second language can be a frustrating and tedious process; therefore, students must be given ample time and allowed to learn at their own pace.  Students' needs must also be taken into consideration and accommodations must be provided.

Almost there!

When I looked at the textbook in the beginning of the semester, I thought that I would never finish it. However, chaoter reaction paper allowed me approach this textbook little by little without worries. I just realized that it was almost end of the semester!!

Chapter 16 and 17

In Chapter 16 it was a refresher on which materials will be available in the ESL classroom. I think with all media tools, teachers should remember to allow students to only use them for research purposes. So we may not be held accountable if something goes wrong. Chapter 17 focused on the different bilingual education programs and introductions to the laws surrounding ESL. This information will be useful for the Praxis II and when student teaching in the classroom. I think Guam should for more immersion teaching styles so students may have a more relaxed time learning the target language.

Chapter 19

Chapter 19 introduces foreign language programs with detailed examples. For me, learning foreign language to become fluent is very difficult unless the learner is young enough to 'acquire' or the learner has frequent contact with the speech community of the target language.

Chapter 16 & 17

Chapter 16 talks about the tools that we can use in class to enhance the learning experience of the students. Tools such as textbooks, computer, and videos are very handy in class. On the other hand, chapter 17 talks about the different methods in teaching language through content areas. Some of the methods in the textbooks that are presented in this chapter are very familiar to me such as submersion and immersion programs.

Chapter 12 & 13

I was scrolling down and reading the posts and I just realized that I do not have any post on these two chapters. Anyhow, it talks a lot about using games and activities in teaching literature or any other subject areas and it is definitely a fun and interesting way of promoting literacy.

Chapter 14 & 15

I thought I posted about these chapters... (??)
Anyway, I really like these chapters because it talks about the positive result of having a student-centred classroom. I also like the activities in these chapters. It also talks about the facts that we need to consider in using affective activities as well as when we are integrating teaching methods.

Chapter 16&17

Chapter 16 talks about tools that can be used in classroom. Since we are living in technology-developed times, for teachers to learn about technology application in classroom is necessary. When I took ED271 class, one of impressive information that I learned is that there are many tools for presentations. Some tools make the presentation interesting so that students can enjoy too.
Chapter 17 introduces different bilingual instructions. Although each instruction has its advantages and disadvantages, I think that the most important factor is for teachers appropriate understanding of the instructions, the methods and approaches, and most importantly his or her students.

Chapter 16 & 17

In chapters 16 and 17 the book highlights the tools used for teaching language and content areas being taught in different languages. The information on Chapter 16 was a reminder on which tools should be used such as textbooks, word processors, the internet, etc. However I think internet in the classroom is always a sensitive subject because many children must be monitored when using the computer. As for chapter 17 I think it questions the effectiveness of content areas being taught in other languages. I support content areas to be taught in another language because students will have either another language to learn or further their understanding of an already understood language.

Chapter 14 & 15

On last week's class we were allowed to participate in a cooperative group activity that allowed the class to acknowledge one another positively. I think that by doing this activity it allowed the class to become more motivated to understand the benefits of affective activities. Also we went over the SIOP model which is a bit different from the lesson plans I am used to writing. Although I like it better somewhat because of the detail that is required to make the lesson plan comprehensible to anyone who reads it.

16 & 17:Books and Content Teaching

First, books are more effective when students are able to connect with the lesson through the book's material. The SIOP lesson plan assignment really showed me the importance of building lessons and student comprehension as building blocks. This has me thinking of how far back I have to go to get students to understand and connect to a new lesson. Second, teaching through the content areas is vastly daunting to me, because I immediately think that I have to have an extensive knowledge on the content areas I will be teaching. But one of my instructors recently said that anyone could teach a content area, as long as they have the textbook - which ties in the previous chapter.

Language Experience Approach

LEA allows students to bring their previous knowledge and real events to writing. This approach lowers students' anxiety towards the target language and motivates them since they are "centered." If teachers know how to make this learning more interesting and relaxed, this approach can be very effective.

Effective Literacy Promotion

I think there is a serious question to address in regards to teaching literacy is whether our students are in need of more reading instruction or written instruction. Current speculation predicts that composition is obtaining a higher rank above reading. I would see this as a practical move when reading skills are not immediately producing efficient writing skills. But I still believe that an effective combination of both reading and writing can provide successful results in student learning.

Chapter 10 & 11

Integrating these tools such as chant, music, poems, story telling, role play, and drama in our daily lesson plan makes learning a lot of FUN. Not only that, but it also help bring out the creativity of the students and at the same time it helps promote literacy.

Chapter 10 and 11

I really liked the elaboration of storytelling, chants, drama, role playing, etc and how they can help enhance language acquisition in the classroom. On Guam these elements are important in maintaining the Chamorro culture and practices alive in the students. However I think that role- playing and drama should be used sparingly because it is too time consuming for one lesson. I believe poetry and chant to be useful as guides for studying or mnemonic devices to remember key aspects of a subject.

Chapter 10&11!

Chapter 10 and 11 discussed many activities that involve language learning such as storytelling, poetry, role play and drama. All of these activities benefit students' learning by providing meaningfulness and imaginations. I personally like poetry and drama. Poetry allows non-textbook-like learning and drama provides learning by acting out the human experience.

Chapter 12

Although I am first loyal to the idea of storytelling, I am a big fan of using games in classrooms. Games are fun and immediately grap attention. They promote teamwork and competitiveness - all the components to having fun. I remember finishing my crossword puzzles during recess, because they were interesting and appeared like games instead of school work. Nonverbal and verbal games are equally fun. When used in an effective way that gets students to connect and interact meaningfully, they provide the most meaningful and remembered lessons.

Language Experience Analysis

I'm not sure what to write about the Language Experience Analysis which is due tonight. I need help.
Thanks!

A question!

What is this??
***************
Language Experience Approach
TESOL 1a EC1 GTPS 1.3 2.6 2.8 3.2, 3.3 NBPTS 1.1, 3.1
The language experience approach is an approach to reading instruction based on activities and stories developed from personal experiences of the learner. The stories about personal experiences are written down by a teacher and read together until the learner associates the written form of the word with the spoken. Implement the Language Experience Approach with an English Language Learner. Submit a written analysis of the results. Share your results with the class.
***************

Chapter 8&9

It was a busy week. We had to post two chapters in moodle and had to write feedback in the forums where we are able to share our personal experience. There was so much to post that I almost forgot about blogspot. *oops*
anyhow, have a great spring break everyone! :)

Chapter 8&9!

Chapter 8 and 9 introduce Total Physical Response and the Natural Approach. Both approaches focus on acquiring language naturally rather than forcing to learn. Of course the textbook includes numerous examples and suggestions to implement these approaches in classroom. However, I also realized that TPR could be a useful method to beginning learners only since most abstract concepts won't be able to described by physical responses. Although the Natural Approach describes details for each stage, and I do agree and like some suggestions, giving too obvious directions may hinder potentials of both teaching and learning.

Chapter 7 Tests! Tests! Tests!

This chapter focuses on the TESOL's standards and the sources of the academic standards which as educators we should align instruction planning and assessments to meet the varying needs of students with emphasis with second language learners. 

We learn from this chapter that the students can be evaluated on their performance of the standards.  Teachers can choose which standards will be assessed, how standards will be assessed, determine the outcome and which tools to be used.

Assessments are not limited to just paper and pencil answer sheets.  There are other forms of collecting performance. Portfolios are best used to give an authentic representation of the growth in learning.

In my classroom, portfolios are used to showcase student work to parents and if needed any "special" visitors from the district office or any "higher-ups" that may want to see exemplary work which includes writing samples, local formative assessments of reading, language and math. 

In addition to the portfolios, student conferencing is part of the weekly classroom routine to give immediate feedback on assessments and assignments.  Mini-conferences are held with students to go over writing editing and final pieces or his or her overall progress.

Assessments can be helpful to help the students attain success and reach expectations of the standards in all content areas.  This can be achieved with good teaching practices aligned with the national standards meeting the students differentiating needs. 

This week!

Many things happened this week. It's the first week that we went over two chapters and the midterm paper was due today. The chapter 7 discussed about direct and indirect testing. Both testing are based on anlayses of students' learning but their approaches are different. Indirect testing focuses on learning outcomes while difrect testing focuses on students' behaviors. Testing is unavoidable method to measure students' learning. In any testing option that teachers choose, they should be reflecting directly on the learning outcomes; reliable by minimizing subjective judgments; actionable by having appropriate interactions between a teacher and students; efficient; engaging to student; interesting; and triangulated by having many evidence to the same conclusion.

Chapter 7

The chapter started off with information about the different kinds of assessment and how the results are determined based on certain proficiency targets. Also the chapter talked about how teachers can use different visuals and alternative forms of assessments in order to accommodate the pace at which their student learns. I think that this chapter contained multitudes of charts and assessment techniques for the ESL learner. We focused on what TESOL standards were and how they shape the second language curriculum. Lastly liked that we were able to break off into cooperative learning groups and share thoughts/ideas.

Chapter 7

This chapter talks about the importance of assessing the students in order for us to know whether the objectives are being met or not. Few of our classmates also shared some of their personal experiences of taking the test-- I get to share my experience as well. During our class discussion, the implications/flaw of the assessment test where also pointed out and we learn that some assessment tests do not favour language learners, and stereotyping and bias may be present.

Chapter 7

The beginning of the chapter presents a quote that emphasizes the importance of language assessments. I believe in the effectiveness of assessing a student's language skills in the target language before, during, and after. I especially believe in multiple assessments that continue throughout the course. I especially liked how there was a mention of individual language assessments throughout a week. Though this could become tedious for both teacher and students, but it is a thorough form of assessment and sounds beneficial for a learning environment.

Chapter 6

Learning a second language at any age or stage in life has its challenges. As educators, our responsibility is to provide a positive learning environment for these students as they struggle adjust into their new society, to learn a new language.  This chapter’s emphasis is creating a wholesome environment of learning for all learners.  The academic success of second language learners is dependent on the instructional approach, the mutual respect of the student and the learning environment.  An important action that teachers can do is respect second language learners and their culture.  Children learn in an environment where there is a relationship is developed between student and teacher through simple efforts.  Simple actions that a teacher can take such as learning to pronounce a child’s name correctly, finding out where they came from and highlighting certain family or cultural traditions promote a positive classroom climate.  The attitudes, motivation and levels of anxiety in a classroom can support or hinder the learning progress of a child.  The emotional, social and academic aspects of a positive learning environment ease the child’s ability to assimilate and acclimate to their new home, school and community. 

Image:  JPG fredlounge.com

Chapter#6

This chapter creates some deeper thoughts about how the cultures affect how people behave as well as how they speak. The chapter includes a few examples of human behaviors in a patriarchal society. I do think that it is important to understand each student's cultural background to know the student better, but knowing too much and attempting to respect too much of the student's own culture may hinder the students to explore themselves in their learning environment, the new culture.

Chapter 6

Once again, the importance of the learning environment is revealed. The point of the matter is that students will not be able to learn (or want to learn) unless they were in an environment condusive to learning. Students will respond to their environment and that will determine how their attitude is towards language acquisition. The affective domain is not just within the classroom, but also in their homes. From their household, the inlfuence on their language learning is very high. It is vital that students recieve positive feedback for their language progress for it to continue.

Chapter Six

I thought this chapter provided a lot of insight as to how students socialize with their peers, teachers, and parents. Also it focused on the internal and external hindrances that compose into the factors of the affective domain. Regardless of age and setting I think that everyone experience anxiety in an unfamiliar setting. However it really depends on the attitudes in which the learner will use to overcome their fear and the help provided by their teacher. It was a really good chapter that focused on the student.

Chapter 6

I like this chapter especially when it talks about the importance of building relationships with the students and students towards other students. It is true that no matter how much knowledge a person tries to teach or impart to another person yet without positive relationship with the person, then the teacher's effort will still be unfulfilled.

Si Yu'os Ma'ase,' Julie and Joylyn, it was nice working with the both of you and the rest of the class.  I believe that collaboration brings a great senses of team effort. We were all able to process our work through reading, writing, speaking and listening.  Especially sharing each other's teaching strategies when focusing on student learning.  This allows us to provide individually the strengths and viewpoints as teachers to communicate effectively.

Chapter 5

Establishing basic reading and writing skills are essential in the L1 and L2 acquisition process. The book referred to implicit and explicit considerations that teachers make when introducing assignments that deal with oral, verbal, and written activities. Personally I find that normal English teachers focus more on the  pronunciation and the mechanics of grammar rather than English as a whole. In chapter 4 it was mentioned that language learning that emerges after the silent period should be taken with great caution. It is the same when it comes to implicit and explicit methods of introducing language. Teachers should think about how their student is internalizing all of the new information that is being given and how to maximize on the quality of what is being learned.

Chapter 5

Through learning this chapter, I realize again that learning a language is not merely understanding some contents, but 'ongoing' action. Implicit teaching strategies we learned in chapter 5 enables students 'acquiring' rather than trying to learn. Even reading and writing skills can improve as the students expose themselves to create the meaning of it. As the Figure 5.1. and 5.2. in the text show, the domains to expose the learners themselves such as home, school, community, and other environment are as important as the internal learning related component like prior knowledge, motivation, and cultural expectations.

Chapter 5

I really enjoyed tonight's class. It was really great to hear inputs from our classmates who are currently in the teaching profession. It was very informative and the tips regarding teaching strategies were very helpful. I also like all the presentations especially when each group gives scenarios about their teaching experience or what they do in their class. With my group, I tried my best reading Chamorro words. It was very challenging yet fun and worthwhile-- the chant/song added to the Sirena story was very creative in addition to the "jerk" dance which is popular to kids. I learned three (3) Chamorro words tonight (sad, happy, and angry) I don't know how to spell them in Chamorro so I just wrote the English words. :)All in all, it was a fun learning experience.

Chapter 5

Learning to read is an important stage in any language. With English as my L1, I can say that learning to read and learning to love doing so has awarded me the deep interest that I have in language and writing. I am a firm believer in the belief that reading is a vital step to writing well. Reading is similar to learning L1 in the way children learn their L1 by mimicing what they hear in their household and immediate environment. People begin writng in a style similar to the written forms that they are more familiar with. If people read more and different genres and styles, then they can mimic in different forms until they learn how to shape and improve their writing styles.

Chapter 4

I found that Chapter four had a lot of material that dealt with the conduct that students and teachers should follow in the classroom. I agree that in any classroom, especially an ESL classroom the students and teachers should both have input to establish goals and objectives. I also liked that this chapter debunked certain myths about teaching styles and strategies. This was helpful because the manner in which participatory teaching is conducted is often misinterpreted. The key to a successful class is the commonality between teacher and student to learn from the lesson of the day whether it is through dialogue writing or oral presentation. Lastly teachers have to remember that ZPD is not successful without resources for scaffolding.

Chapter 4

I particularly enjoyed the section of the details of strategic learning in this chapter. The recommendation made on listening, speaking, pronunciation, reading, vocabulary development, and writing all require the great motivation and participation of learners. I tried to minimized them by listing the most effective ways. For listening, "Don't be upset if you don't understand everything" and "Make guesses about what is being said." For speaking, "use repetition, gestures, similar words, definitions, examples, or acting out to help people understand you." For pronunciation, "look for opportunities to talk to fluent speakers." For reading, "do not stop reading each time you find an unfamiliar word or phrase." For vocabulary development, " use the new words or phrases in your own writing." Finally for writing, "rewrite, making whatever changes seem necessary." I realized again that education cannot happen by itself, but can succeed through interactions even by oneself like the students keep rewriting his or her essays.

Chapter 3 Reflection

It was good to hear other people's teaching experiences which will help us (future educators) know what to look out for when we finally have our own classrooms. Also, I thought that the poster papers and markers added as props in our jigsaw puzzle were very helpful as visual aid, especially for those who made diagrams and presented their points on the sections from the chapter just like what we did in our group, where we made a chart containing the differences and similarities in first (L1) and second(L2) language acquisition. It's a good way to bring out student's creativity.

Chapter 3

I really enjoyed today's class because we focused on how a second language is processed in the mind of the learner. I also enjoyed hearing the comparisons between L1 and L2. It was interesting to hear Vygotsky's overall theory being brought into this chapter because in most of my Linguistic classes Educational Psychologists rarely make an appearance in the textbook. However this is a second language methodology course so i am looking forward to seeing the mixing of Linguistic and Educational theories. Lastly the activity was a great refresher from the traditional cooperative learning groups. I really liked how we were able to draw, talk, and share diverse thoughts/experiences.

Chapter3

One of discussion questions for today’s class was “how is learning a second language like learning a first language? How is it different?” My group examined and discussed about similarities and differences between the first and second language acquisitions. We found that both the first and second language acquirers tend to over-generalize the rules such as past-tense forms of verbs, and they have similar patterns of vocabulary usages and gestures. The major differences are that: 1) the first language learners basically ‘acquire’ the language rather than ‘learn’ while the second language learners ‘learn’ the target language; 2) the first language learner is confident in his or her language since it’s learner’s mother tongue while the second language learner may create avoidance towards the target language; and 3) the first language learner learns the language and the concept at the same time while the second language learner just learns the new word for existing concept. I really enjoyed learn through today's activity.

I thought that chapter 3 was very interesting on how people process a second language and also the differences on how younger people and older people process a second language. Teachers today who teach a second language to students have many tools now for their students to achieve fluency in the target language that they are teaching. As social creatures, we find out that learning a second language must have that social aspect and a cultural aspect as well so that the learner would grasp the second language more. It is this holistic approach that students will gain the most of the second language that is being taught in our school.

                As for the assignment during the class time, it was very interesting because it is better to hear the perspective of other people on the same subject that you are learning. This gives us a deeper knowledge and understanding of the section that is being presented. It is also good to hear examples of lessons being taught in our school system and how the presenters are implementing them in their classrooms.

Chapter 3 Reflection

I thought that Chapter 3 stressed the importance of the social aspect of language in language acquisition. In this, L1 and L2 are similar in the involvement of social interaction. Linguistic studies always reveals the  importance of Sociology: the study of language within society and how people use it. With L2 acquisition, when contemplating self-teaching through grammar-translation or a form of Audiolingualism vs learning with others and practicing social language skills.

For a assignment in my course last semester, I discussed the aspects of L2 acquisition through translated text (within a classroom or self-taught) vs learning within the L2's culture and society. I spoke of the credibility of translated texts. Languages are unique in the fact that every culture and language group thinks and views worldly matters different. Some cultures put importance on something another culture would deem trivial. Keeping this in mind, we can understand how some translations are not easy to make or understand. There may be a translated equivalent, but more often one word or phrase has to be described in a learner's L1. With this, knowledge of the L2's culture and society would greatly benefit a L2 learner and social interaction is one step.

It was good to hear other people's teaching experiences, which will help us (future educators) know what to look out for when we are finally thrown into our own classrooms-- the world of teaching profession as they say. Also, I thought that the poster papers and markers added as props in our jigsaw puzzle were very helpful as visual aid, especially for those who made diagrams to present the point of their section from the chapter, or like our group, were we made a chart containing the differences and similarities in first (L1) and second(L2) language acquisition.

Language Acquisition

Knowledge of languages is the doorway to wisdom.     Roger Bacon

 Since I missed this evening’s face to face class, my reflection will be on Chapter 3’s topic in relation to my own classroom experience.  Chapter 3 discusses the sociocultural and cognitive model in regards to second language learners.  The author describes second language learners use the similar knowledge to communicate with the target language.  This is evident in some of my ELL students.  As part of my reading instruction last week, we were learning about past tense verbs.   As a whole group, we brainstormed “action words.”  From that list, the students added –ed to make the verbs in the past tense form.  Most of the students picked up the concept rather quickly but my ELL students had some difficulty with particular verbs.  Some of the words were:  ride (ride-ed)  hide (hide-ed) .  As we explored the rules of the English language on why some past tense verbs are not spelled with –ed, my ELL students responded with “...That’s why my mom says…”  The lesson continued with more examples and eventually my ELL student understood.  Despite my reading/ language arts lesson, could it be assumed that my ELL student acquired the skill? 

Image:  http://reginaquinn.com/

Chapter 2

                My experience with writing my philosophy of teaching was similar to when I wrote my first essay for ED 110. However I am in my upper level courses so I have formed a more cohesive perspective on what I believe in, currently as a future teacher. I still look to my previous high school teachers and some professors in the university that made my educational endeavor memorable. I hope that I am able to embody the expectations the School of Education has set in front of all the teaching candidates. Also I am glad we are able to interact through the blog and Moodle because it allows everyone to think beyond the classroom time limit.

                What I found most intriguing in Chapter 2 was the incidental focus on form and planned focus on form. I can relate to these two methods professionally and personally. I have seen out on observation most teachers use the incidental focus on form because it supposedly yields quicker results. However personally I have benefited planned focus on form because rigorous grammatical exercises trained me to be better at the target language.

Learning without thought is labor lost.  ~Confucius

In Chapter 2, the error analysis topic stood out for me.  As I read this portion, I thought of my ELL (English Language Learner) student, CJ, who made mistakes as he learned not only English but Chamorro in Culture class and Spanish in the FLES program (Foreign Language Elementary School). Despite the errors he would make as he was learning new concepts (in a new environment), CJ progressed after almost 2 quarters.  In addition to the regular classroom instruction, CJ did have the support of the literacy team, the ESL program and from home. 

The chapter talks about how the learner internalizes the second language and progresses towards proficiency; the less reliant the learner is on the primary language. With a good support program at the school level and the home front, ELL students should find success!   I would like to believe that CJ is on the on the path of progression with his second language.  After all, everything we say and do is a continuous learning process-with or without mistakes.

                                                                                                                                     

Image:  performancepyramid.muohio.edu

Reaction #2

At first I was not really sure on what to write on the teaching philosophy so I just thought I would write about on how I will be teaching in the future (if/when I decided to pursue a career in education). With the reflection on Chapter One, I wrote about my experience on the activities I did from my Linguistic course such as "Suggestopedia" and "The Silent Way". And I thought that the given Grammar-based and communicative approaches will be very helpful to use in a classroom.

---MJoy Guiking

Chapter#2

Krashen’s input hypothesis is that humans acquire language in only one way. If the input is 1 step (+1) above the stage the learner is at (i). For acquisition to take place, learner must understand messages and receive comprehensible input. There are supportive arguments for input hypothesis which are silent period, age differences, effect of exposure, language learners who do not have access to comprehensible input are held up in language development, success of bilingual programs is due to comprehensible input, reading hypothesis and writing. Three key arguments for input hypothesis are: 1) rule of simple codes, effects of instruction, and methods comparison research. I believe there is ‘acquisition’ without ‘learning’ which means that some people process second language without know rules consciously; there are cases where ‘learning’ never becomes ‘acquisition’ which means that some people know the rules but cannot follow it; and no one knows anywhere near all the rules.

In class, we discussed about the different theories on how language is acquired and how methodologies changed over the years.  Today,  ESL teachers are incorporating the sociocultural aspects when teaching the language. Unlike before, the major emphasis is on grammar.   This approach is more meaningful to the students for their field of experience is integrated and more interaction is taking place during class.

The jigsaw is an excellent  activity to involve all students.  I enjoyed the class and I am looking forward for the upcoming sessions.

Jigsaw Activity

I was eager that tonight’s class session included one of many cooperative learning strategies for a classroom especially with English Language Learners (ELL).  The Jigsaw strategy made an excellent ice-breaker. I had the opportunity to meet Donna and Jackie.  This was an excellent tool that encourages listening and engagement of the lesson.  Chapter One discusses the varying approaches to language learning.  A thought that strikes me is how the theories are moving towards students involving their meaningful experiences in their new language.  I believe that any learning becomes authentic and meaningful to a child if there is some connection to their prior knowledge and the new concepts.  Once that association is made then the knowledge becomes genuine to the learner.  I enjoyed tonight’s group presentations and look forward to more engaging discussions!

1/26 Chapter 1 Reflection

Today in class we discussed the means in which language is acquired. I really enjoyed how everyone was grouped up and asked to read different sections of the chapter. I feel that jigsaw is a great activity for teachers to use and for students to participate in. In our groups we were able to interpret the different methods of acquiring language like the audiolingual method and grammar translation method. Also since Chomsky's theory on the Language Acquisition device it prompted other theorists in the language field to take a different more interactive approach when teaching a secondary language. Lastly I felt it was important that everyone was able to express their opinions on whether or not they agreed with LAD or UG because everyone acquires language in different ways.

The Jig saw activity was a good way to start the class and have every one participate. It forced the class to read the section and to present their findings, which informs the class. I also focused on cooperative learning, because you have to ask your group members on their interpretation of the text that was read.

Chapter#1 - January 26, 2012

“Nature versus nurture” issues are always followed on many theories including language learning. The first chapter focuses on the historical perspective. The jigsaw activity allows an individual to focus on his or her topic and cooperate with group mates; and it also gives opportunities to learn from others by sharing. My group discussed about Chomsky’s contributions and his theories. Although Chomsky’s theories are dominantly for the first language acquisition, they are helpful to understand how a language is acquired. According to Chomsky’s theories, the innateness of human enables to acquire languages. As many other theories and data have proven, the first language acquisition requires a critical period and it is somewhat related to generic too. I believe both learning and acquiring are influenced by both nature and nurture including language, but the debate can arise from how much nature or nurture contributed to the learning and acquiring. I’d like to read and discuss more about these issues so that I can understand better.

Reflection 1

The Jigsaw activity is a good example of Cooperative Learning and it can be use in teaching any lessons. It is a fun way of teaching and also a fun way of enforcing active participation within the students. Moreover, it is also a great way of sharing ideas, thoughts, and opinion about the lesson/subject that is being covered. It was great to hear from my classmates about their opinion about the Chomsky's Theory and their personal experiences in teaching a class. Furthermore, the activity also helped us better understand the chapter/lesson in a more simple and concise through the perspective of the presenter/speaker, using the summaries from each groups. As a result, we also saved us a lot of time and the activity made learning FUN.

----MJoy Guiking

Jan.26

The Jigsaw activity was a nice way of getting everyone's interpretation of the approaches mentioned in Chapter One. I like that more than half of the class are current teachers and that many are teaching a language other than English. For my fellow ESL majors and myself, this allows us an opportunity to hear and learn about the experiences actual teachers have in L2 teaching and acquisition. The chapter was a nice way to ease into the book. As ESL majors, we learn about the different methods and approaches from the past to present and the chapter brought back many of the lessons and discussions we have in our linguistic courses.

chapter 1 reflection