Entry 4: Course Reflection
This course has strengthened my
overall understanding of the process involved when learning a second language
and the features within the vast field of SLA. I am now familiar with many of
the factors that impact second language acquisition the most. Some of the
factors that I considered to be the most prevalent and influential were age,
environment, and motivation. I also am aware of the,” real-world problems that
arise for people who, by choice or by circumstance, set out to learn a language
other than their mother tongue” (Ortega, p.8). and some potential ways to help
my students overcome various obstacles by helping them build on their
strengths. I have knowledge of the importance of social interactions between
ELLs and their peers and how I can facilitate communication as often as
possible. Lastly, I understand the true importance of the language learner’s L1
and how language transfer impacts SLA.
This class will positively impact
my professional practice mainly due to my increased sensitivity toward the ELL
population. I feel that I am now better prepared to provide, “effective
instruction across many educational contexts between formal and experiential
approaches to learning” (Ortega, p.8). While
I still do not entirely know what these students are going through having not
been there myself, I have spent a lot of time reflecting on their situation. I
want to be able to alleviate some of the troubles they may face, or at least
let them know that I want to help in as many ways as I can. I recognize the
teacher’s role in SLA and how much we can potentially impact our ELL’s learning
by adjusting our teaching style to reflect individual student’s needs.
One of the most interesting topics
to me was how age impacts learning. Psychological concepts within any subject
always interest me because I find the human brain fascinating. Cross-linguistic
influences and the actual process of language transfer were also very
interesting to me because I have never experienced multiple languages running
through my head at once. Lastly, the overall complexity of learning a second
language is interesting to me because I never considered how much was required
of a person to truly know a language.
Creating the vlog assignments have
greatly contributed to my learning of the in the class because they have given
me opportunities to speak with people about their ESL experiences which I did
not have a lot of knowledge of prior to taking this course. It was beneficial
to interact with my classmates because everyone always had something different
to bring to the table. There were a lot of matters to be discussed, and I feel
that the comments helped cover a lot of ground so that I could critically
consider each topic. My writing skills have always been decent, but I can never
have enough practice. Writing is something that I enjoy doing, and it is an
important skill for educators to have. In my opinion, it requires a
considerable amount of thought and effort to create a well-crafted essay or
response.
Ortega, L. (2013). Understanding second language acquisition. Routledge.
Hello Morgan! I also feel much more prepared as a future educator for when I will have English Language Learners in my classroom. But I also too felt like age, environment and motivation were some of the most impactful and important factors that play a role in a student's language learning ability. I have truly come to believe that "Languages are learned with and for others" like Ortega had mentioned in the text (2011, pg. 55). Language is learned through friends, peers, the community as well as the language is being learned to be able to communicate with English speaking friends, get a job, or travel. All three of those factors play a huge role though on how quickly and well a student will learn English.
ReplyDeleteOrtega, Lourdes. Second Language Acquisition. London: Routledge, 2011. Print.
I agree that community is a vital part of language learning. In one of my observations, my cooperating teacher did not assign seats and the students were able to sit where they pleased. Almost all of the ELL students were sitting at tables with native speakers and they interacted and participated in group work or conversation everyday. Whether the conversations were formal or informal, the students were having “productive, meaningful language use” to facilitate their learning (Ortega, 2013, p.80).
DeleteOrtega, L. (2013). Understanding second language acquisition. Routledge.
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ReplyDeleteMorgan, what a well-crafted response! Like you, I also felt the most prevalent and influential factors for SLA were age, environment, and motivation. I really liked your comment regarding "real-world problems that arise for people who, by choice or by circumstance, set out to learn a language other than their native language." I think that this is a huge factor that one must consider when thinking of our ELL's. Although I have not walked in an ELL's shoes, I have experienced, per se, "sink-or-swim” situations in my life and I am blessed to be alive. However, it makes me think very deeply about these children and the debate among policy makers and educators in different countries regarding policies for minority children who speak other languages at home and who need to be schooled in the societal language (Ortega, 2013, p.8). To me there is still so much to learn regarding what is best for our ELL's. The sink-or-swim policy that according to Ortega are on the rise here in the United States (Ortega, 2013, p.28). I just feel we need to be cautious with the policies and decisions we make as educators within the classroom. By no means do I feel adequate in knowledge to hold a firm stance, but from being in situations where you sink-or-swim. Well, sure some people may swim but will live with scars for a lifetime and sadly others' may sink. Is that really what we want to do to these precious children?
ReplyDeleteOrtega, L. (2013). Understand second language acquisition. London and New York: Routledge.
While submersion (sink or swim) programs are not the most effective program model for our English language learning students, there are still teachers that do all that they can in these situations despite their lack of knowledge and experience. Ortega tells us that these programs are becoming more prevalent across America, but there are still things that proficient educators can do to make a difference for their ELLs (Ortega, 2013, p.28). We are lucky enough to have the opportunity to learn best practice for diverse populations of students.
DeleteOrtega, L. (2013). Understanding second language acquisition. Routledge.
Morgan,
DeleteYes, I think that it is important as educators to develop rapport with more experienced teachers, mentors, etc. to help us help our language learners' to the best of our ability despite our lack of knowledge and experience. We just have to try! I agree, we have many schools in our area that consist of a diverse population of students. It is here that we will gain knowledge and experience to assist our ELL's to be successful in language learning. Kaboody states that we (teachers) play a significant role in affecting our language learners' motivation. It is our actions and bhaviors in the classroom that have a motivational influence on each and every one of our students' (Kaboody, 2013, p.49). I want to work hard and make a positive language learning experience for my language learners!
Kaboody, M. (2013). Second language motivation; the role of teachers in learners’ motivation. Journal of Academic and Applied Studies, 3(4), 45-54.
Hi Morgan! I also found age to be very interesting. Something that I found to be of importance was "knowing that young children may have a slow start when acquiring an L2 can be an important research-based argument against harmful attempts to promote so-called sink-or-swim educational policies that attempt to reduce or even completely withdraw the first and second language support that is to be provided to language minority children by schools" (Ortega, 2011, page 28). I personally am against sink-or-swim policies because they do not support the child. I believe all students who are acquiring an L2 deserve and need the support teachers can provide to help them along the way just like any other student. When students know they have people supporting them they will be more motivated.
ReplyDeleteOrtega, Lourdes. Second Language Acquisition. London: Routledge, 2011. Print.
I think that programs like these (sink-or-swim) will only frustrate children and reduce their motivation to learn the second language. Motivation is probably the most important factor in determining whether or not a student will make a successful transition between their L1 and L2. Ortega explains that, attitudes towards the L2 and its speakers will contribute to increased or diminished L2 motivation” so it is important for educators to use prorgrams aside from the sink-or-swim model that will better enhance their learning (2013, p.174).
DeleteOrtega, L. (2013). Understanding second language acquisition. Routledge.
Hi Morgan! Thank you for sharing what your experience with this course was like and what all you have learned about SLA. Like you, age and motivation were two topics that I found to be the most interesting when it comes to SLA. These are both topics that I feel teachers should be educated on before entering a classroom with ELLs. I empathize with you in regards to never fully being able to understand what it is like to be an ELL, but with the information we’ve been provided, I feel like we can truly make a difference in our students’ lives. Gass states that, “Learning is anchored in the social practices that a learner engages in” (Gass, 2013). To me, this means the interactions that the student has with their peers, teachers, administrators, etc., all play a huge role in the way a student learns.
ReplyDeleteGass, S. M. (2013). Second language acquisition: An introductory course. New York, NY: Routledge.