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.