Discuss the role of emotional language in your L1 and L2. Which language is emotionally richer. As your learners acquire (participate?) in their new speech communities do you see a change in their emotional language behavior.Reflect on the notion of (re)construction of delf in your own L2 or L3 learning experiences.
My mother only spoke Spanish, whereas, my father was bilingual (Spanish and English). My mother's personality was very unique. She was always calm, and if she ever got angry, my siblings and I were not aware of it. Today, my siblings and I are parents and ask ourselves "How did she do it with seven children?. I have three children and I admire my mother for her positive attitude she carried everyday. However, my father, was the opposite of my mother. When dad was angry, we all knew it!!! Therefore, I consider my L1 as the richer emotional language. I can get very angry in Spanish, yet, I can express the emotion love just as well.
Since I am a kinder teacher, my students' continue to develop their L1. However, I have observed positive emotional language behavior. My students try and help each other with their L2. When one student begins to make fun of another student, I immediately STOP that behavior. I provide a student friendly enviroment at all times.
Wednesday, June 27, 2007
Friday, June 22, 2007
Reflection #8
Okay. What is it going to be form-focused or communicative or a combination of both. Back up your thoughts with some of the studies in LS Ch. 6
I strongly believe it is a combination of both, form-focused and communicative. It is not necessary to choose between the two, however, the challenage is to find the best balance between of the two approaches.
In study 31 p. 168, students learned English through a variety of communicative interactive activities. The teaching was focused on meaning rather than form. In addition, with study 31, a smaller number of classes were studied. This studied examined form-focused instruction and corrective feedback. Results of the studied concluded that students receiving explicit instruction scored higher than students who received communicative instruction.
As a kinder teacher, the communicative orientation is the best practice for my students. Meaningful activities enhance their learning. However, during ESL, I do apply form focus. For example, I explain to my students that in Spanish we do not capitalize day of the week or months of the year, but we do in English.
Again, the challenage for educators is to find the best balance between the two orientation.
I strongly believe it is a combination of both, form-focused and communicative. It is not necessary to choose between the two, however, the challenage is to find the best balance between of the two approaches.
In study 31 p. 168, students learned English through a variety of communicative interactive activities. The teaching was focused on meaning rather than form. In addition, with study 31, a smaller number of classes were studied. This studied examined form-focused instruction and corrective feedback. Results of the studied concluded that students receiving explicit instruction scored higher than students who received communicative instruction.
As a kinder teacher, the communicative orientation is the best practice for my students. Meaningful activities enhance their learning. However, during ESL, I do apply form focus. For example, I explain to my students that in Spanish we do not capitalize day of the week or months of the year, but we do in English.
Again, the challenage for educators is to find the best balance between the two orientation.
Sunday, June 17, 2007
Reflection #7
From your experience, what are some of the affective factors that you encounter in your classrooms? How do they interfere in learning?How do lower the affective filter?
Many of you work with children. What are some of the issues concerning motivation with children? How do address motivation in the classroom? Can you motivate them or does motivation come from within?
As a Kinder Bilinugal Teacher, I provide a student friendly environment at all times. The affective filter is low by creating a friendly environment. I constantly praise my students for just trying and never giving up. Since my students are ELL's, a few of them, hesitate speaking English. Some of them are going thru the silent period. Yes, affective filter can interfere with learning, however, I implement my SIOP strategies and such strategies help.
There are a few ways I motivate my students. First, rewards, such as, sticker, pencils and etc. Second, with excellent behavior, the student has choices. The student may be the line leader for the day or my door holder. In kinder, they enjoy such choices. Third, on Fridays, if we have had a success week, I will have lunch with my students in our classroom. These are just a few way I motivate my students.
Many of you work with children. What are some of the issues concerning motivation with children? How do address motivation in the classroom? Can you motivate them or does motivation come from within?
As a Kinder Bilinugal Teacher, I provide a student friendly environment at all times. The affective filter is low by creating a friendly environment. I constantly praise my students for just trying and never giving up. Since my students are ELL's, a few of them, hesitate speaking English. Some of them are going thru the silent period. Yes, affective filter can interfere with learning, however, I implement my SIOP strategies and such strategies help.
There are a few ways I motivate my students. First, rewards, such as, sticker, pencils and etc. Second, with excellent behavior, the student has choices. The student may be the line leader for the day or my door holder. In kinder, they enjoy such choices. Third, on Fridays, if we have had a success week, I will have lunch with my students in our classroom. These are just a few way I motivate my students.
Tuesday, June 12, 2007
Reflection # 6
Re the Whorfian hypothesis: Are there concepts or ways of saying things in one of the languages that you speak that can not be said or expressed or the meaning changes in another of your languages?How do you address culture in your classrooms? Do you go beyond the "holiday" model of culture?
Yes, there are words as well as expressions in spanish that can not be said in the English language. For example, we have spanish sayings or phases that can not be said in English. The meaning is different, once it is translated.
I address culture in a variety of ways in my classroom. First, I validate my students' native language. When we learn about a particular holiday, I ask my students to bring in pictures they would like to share with the class. We discuss and I use graphic organizers to compare and contrast. My classroom library has Spanish and English books. I use technology to enrich culture.
Reflection # 5
According to our Brown textbook, Contrastive Analysis Hypothesis (CAH) is the principal barrier to second language acquistion is first language interference, and that a scientific analysis of the two languages in question enables the prediction of difficulties a learner will encounter. One difference between CAH and CLI (Cross-Lingusitic Influence) is that CLI is a concept that replaced the CAH. CLI plays a significant role that prior experience plays in any learning act.
In the classroom, error analysis must be documented, however, teachers should not pay too much attention to learners' error. Teachers should provide positive reinforcement and remember that the student is a learner in progress. Fossilization refers to the fact that some features in a learner's language may stop changing. According to Lightbrown and Spada, fossilization is true for learners whose exposure to the second language does not include instruction or the kind of feedback that would help them to recognize differences between their interlanguage and the target language.
In the classroom, error analysis must be documented, however, teachers should not pay too much attention to learners' error. Teachers should provide positive reinforcement and remember that the student is a learner in progress. Fossilization refers to the fact that some features in a learner's language may stop changing. According to Lightbrown and Spada, fossilization is true for learners whose exposure to the second language does not include instruction or the kind of feedback that would help them to recognize differences between their interlanguage and the target language.
Monday, June 11, 2007
Reflection #4
Why do you think that it is so difficult for researchers to agree on the CPH. Give explicit examples. Also, give examples from your own experience.
Brown defines Critical Period Hypothesis as a claim that there is a biological timetable before which and after which language acquisition, both first and second, is more successfully accomplished. The article by David Singleton on CPH is controversial among many researchers. The most controverial factor is age. Penfield suggest that "for the purposes of learning languages, the human brain becomes progressively stiff and rigid after the age of nine". Lenneberg suggests that the developmental stage on which language acquisition is predicated "is quickly out grown at the age of puberty". However, Krashen rejects Lennebery's claims regarding lateralization. Krashens' motivation factors regardless of age is the one I agree with. When it comes to research, we must consider the impact that variables contribute to the outcome. Variables, such as, the setting of the research, the background of the researchers, the subjects, and etc. In my opinion and own experience, there is no age in the CPH. I strongly believe that language in L1 or L2 is an on going process. We never stop learning, therefore, language and learning continues to develop. Also, a key factor in language is motivation. Which can enhance or hinder an individual's language process.
Brown defines Critical Period Hypothesis as a claim that there is a biological timetable before which and after which language acquisition, both first and second, is more successfully accomplished. The article by David Singleton on CPH is controversial among many researchers. The most controverial factor is age. Penfield suggest that "for the purposes of learning languages, the human brain becomes progressively stiff and rigid after the age of nine". Lenneberg suggests that the developmental stage on which language acquisition is predicated "is quickly out grown at the age of puberty". However, Krashen rejects Lennebery's claims regarding lateralization. Krashens' motivation factors regardless of age is the one I agree with. When it comes to research, we must consider the impact that variables contribute to the outcome. Variables, such as, the setting of the research, the background of the researchers, the subjects, and etc. In my opinion and own experience, there is no age in the CPH. I strongly believe that language in L1 or L2 is an on going process. We never stop learning, therefore, language and learning continues to develop. Also, a key factor in language is motivation. Which can enhance or hinder an individual's language process.
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