As stated by Fillmore (1979), “A language can be learned only if there is input of the proper sort-for the child second language learner, this is language as it is used in social situations which make sense, and in which the learner is himself involved” (Fillmore, p. 205) In the lesson that was chosen for Juan, ample opportunities for Juan to interact with his partner are given to promote language development through social interaction. The lesson content of “Families” would start out with an inviting song that uses hand gestures to identify the different members that make up families. Juan would work with his self selected partner to pantomime each gesture so that input can be made simplified and made comprehensible as the song is recited over and over. This interactive song would allow Juan to join the group and act as if he understood what was happening. Juan has already considered himself to be the “outsider” of the class and in order to develop the impression that he is indeed worth talking to; he must initiate the invitation to interact before he is able to join the group of students. According to Fillmore (1979), “The way the learner does this is to behave as if he understands, although obviously in the early stages of language learning, he will understand little” (Fillmore, p. 209). The song and hand gestures showed Juan’s motivation and effort to figure out what was being said in the song, which enabled him to start comprehending the language that was being used around him. Fillmore states that this is “the necessary first step in language learning” (Fillmore, 1979, p. 209).
As the lesson continues, Juan and his partner would collaboratively discuss the members in of their families and use this information to ...
... middle of paper ...
...enough input. Given the tools of corrective feedback, I feel confident enough to move on from using repetition and recasts, which I didn’t even know were forms of corrective feedback, to try metalinguistic feedback and clarification requests. This course has allowed me to try new things in the classroom and at the very start it has been proven to be successful.
References
Fillmore, L.W. (1979). Individual differences in second language acquisition. In C.J. Fillmore, D. Kempler, and W.S-Y Wand (Eds.), Individual differences in language ability and language behavior (pp. 203-228). New York: Academic Press
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th Edition.). Oxford:
Oxford University Press.
Wong, W. & VanPatten, B. V. (2003). The Evidence is IN: Drills are OUT. Foreign Language Annals, 36 (3), pp. 403-423.
Rodriguez highlights comfortable, soothing, and intimate sounds of his family language by saying, “Spanish seemed to me the language of home. It became the language of joyful return. A family member would say something to me and I would feel myself specially recognized. My parents would say something to me and I would feel embraced by the sounds of their words. Those sounds said: I am speaking with ease in Spanish. I am addressing you in words I never use with los gringos. I recognize you as someone special, close, like no one outside. You belong with us. In the family”. The private language is like an intimate secret code among the family. Despite the struggle with their family languages, the author understands that the private language being spoken has been a large part of their lives and has helped shaped their view of the
...r they had all received the same language instruction for three years (kindergarten, first and second grade). These finding conclude that English language proficiency at the time of entering school does not matter. A good early literacy program works for both L1 students and ESL students who enter school at the kindergarten age. Students at that age are very susceptible to learning new languages quickly. The ESL children had difficulties in kindergarten, but by second grade they had caught up and were right on track with the L1 students and some of them even surpassed the L1 students.
In Suzette Haden Elgin’s Native Tongue, infants of linguistic households are required to acquire various alien languages to become native speakers of Earth for the new languages studied. Our society, for the most part, understands that adults acquire foreign languages differently from the acquisition of a second language by a child. Furthermore, most people generally have the understanding that children learn languages quickly and easily compared to adults. Adults, however, are able to acquire foreign languages in fair or controlled conditions. There may be resulting differences between language acquisitions of new languages, but the rate at which adults acquire second languages should not be a factor.
I come from a Mexican family of four. My brother and I were raised as Mexican Americans. As my parents’ only daughter, their teachings has made me who I am today. In this class I have evaluated my relationship with my family. I learned how their culture has influenced my upbringing, what type of relationship we have and how to communicate properly.
...he gets them confused with the Spanish alphabet. Then we would go around the apartment getting familiar with everything and its' name. At first I was just tutoring Jesica, but then slowly members of her family where adding to the study group and soon everybody was trying to learn English. I didn't care because it was fun and I like the feeling of helping all of them learn something. Not only was I helping them, they begin to start helping me learn Spanish as well. It was sort of like I tell you and you tell me. They were always laughing at me because I spoke Spanish horribly and they thought that my accent was funny. It was funny to me that I know basically no Spanish and they knew no English but we were still able to communicate. That is an experience that I will never forget and I plan on tutoring them and they tutor me until I graduate college in May 2006.
There are many theories on how a person acquires a language. One can see that technology has influenced the way we input information as well as how we gather data based on these Second Language Acquisition (SLA) theories. For example, today’s technology has helped us study the way the human brain works, and this is what our theories of SLA are based on. So it is evident that many of the SLA theories are based on the way the human brain works and how it develops. Moving on, this case study is based on two Spanish speakers who are English Language Learners (ELL) and how they were led to determine the SLA on the subject of their speech. The two Spanish speakers that are analyzed during this investigation are Elizabeth, a five-year old girl, and
Also, continually seek feedback from my preceptor has been crucial. Learning from my previous experiences, I have realized that a balance of ongoing constructive, and appreciative feedback has a very positive impact on both my learning, and confidence level. Therefore, during my first meeting with my preceptor, I discussed how important her feedback is to me, which has ensured that throughout my preceptorship I have received detailed, and timely
Through this essay Richard Rodriguez writes about his experiences as a son, and as a student. Through his relationship with his parents the reader can see how Rodriguez was separating for his
Schütz, Ricardo. (2007, July 2). Stephen Krashen’s Theory of Second Language Acquisition. Sk.com. Retrieved April 9, 2014 from http://www.sk.com.br/sk-krash.html.
Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of instructional state on the acquisition of english as a second language. Cognitive Psychology, 21, 60-99.
Steven Krashen developed 5 theories of Second Language Development. The Acquisition-Learning Hypothesis states that people acquire language naturally, without any formal training, simply through their interactions with others (Freeman and Freeman p.62). Language learning, however, is a more complex process which requires instruction. Both of these processes are necessary for a person to acquire a second language. Implications for teaching include creating authentic social interaction time with peers in the classroom, collaboration with peers, modeling appropriate language use and using repetition (Vose).
Many factors affect second language learning. One of the most significant factors in the overall process of learning is a learner’s motivation and ambition to learn a particular language as well as his/her aptitude for learning it.
As an educator, there is always room for reflection and growth. Being in this class has provided an opportunity for both. From my knowledge gained in this class I believe that I have become smarter and have learned how to implement different tool into my teaching as well as general life as a teacher. Of the topics discussed in this class, commitment to students, avoiding burnout and reflective practices had the biggest impact on my professional growth.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
In this paper, I will be primarily focusing on the importance of feedback in learning. Practise is important to achieve goals but it cannot act alone, in order for a student to accomplish his/her goals he/she needs to practise; while practising it is important to receive feedback. By the end of this paper, I will try to prove why “Feedback is so important in learning”?