First, I would just like to say that Huerta-Macías seems to present a bias towards alterative assessment because her daughter failed a multiple choice test. I agree with her in that alterative assessment is important, but because her child did not kow what "none of the above meant" doesn't mean the test is necessarily problematic. Had she raised concerns of reliability and validity, her argument would have been a little more convincing.
"Alternative assessment is different that actually testing in that it actually asks students to show what they can do." (339) Up until now, we have focused mainly on assessment in terms of a pen and paper test, and those different types of forms. I think many a time, both teachers and students forgot that there are alternatives to a test and just automatically go to that.
Different types of assessment include: observations (formal and informal), journals, portfolios, interviews, questionnaires, and conferences. It's important that the teacher decides how they will use the alternative assessment, what they are going to use it for, and why they are doing this type of assessment.
Of course, there are always going to be issues with alternative assessment. Parents could become upset because their children are not being given a pen and paper test because they may not recognize these alternative forms of assessment. Students could also become more anxious by this different form of testing or less anxious because they are not aware that they are being tested. Personally, I think alternative assessment has more benefits than repercussions.
Monday, November 14, 2011
Sunday, November 13, 2011
Practicum 11/7 -11/11
I'm sad, I was cut one day short of practicum work with my kids this week! They didn't have school on Friday due to Veteran's day. I'm really starting to feel attached to them, but I guess that comes with teaching.
I've been trying to focus on why my students are there, and why they want to learn English. It's always interesting to talk to them and get their perspectives. I was not able to talk too much with the 7th and 8th grade class because literally half of them were suspended for things like having weed in their locker or getting into a fight. Not exactly a good start to the week.
Talking with the 5th and 6th graders was insightful, I need to have more conversations, however to get a more clear answer. First, I started with basic generic questions.
"Why do you come to school?"
-to learn, to get a job, because I have to
"Do you like school?"
-answers varied from yes, very much so to I'd rather be playing soccer or video games
Then I continued on..
"Well, what about English? What do you think of learning that?"
-it's hard to understand sometimes, I have trouble with it
-I want to become a doctor, so learning English is a very good thing for me
-I want to get a good job someday, you know? I mean my dad does a good job of taking care of us, but he doesn't know English, so he has to work in a factory for a long time
-English is easy.
I plan to continue asking these kids more questions -- I can't ask them TOO in depth of questions because they're only 10, but so far so good. This will really help with my 345 paper.
I've been trying to focus on why my students are there, and why they want to learn English. It's always interesting to talk to them and get their perspectives. I was not able to talk too much with the 7th and 8th grade class because literally half of them were suspended for things like having weed in their locker or getting into a fight. Not exactly a good start to the week.
Talking with the 5th and 6th graders was insightful, I need to have more conversations, however to get a more clear answer. First, I started with basic generic questions.
"Why do you come to school?"
-to learn, to get a job, because I have to
"Do you like school?"
-answers varied from yes, very much so to I'd rather be playing soccer or video games
Then I continued on..
"Well, what about English? What do you think of learning that?"
-it's hard to understand sometimes, I have trouble with it
-I want to become a doctor, so learning English is a very good thing for me
-I want to get a good job someday, you know? I mean my dad does a good job of taking care of us, but he doesn't know English, so he has to work in a factory for a long time
-English is easy.
I plan to continue asking these kids more questions -- I can't ask them TOO in depth of questions because they're only 10, but so far so good. This will really help with my 345 paper.
Wednesday, November 9, 2011
Cultural Consiousness
Culture has always been defined in generic terms, but really, is very vast and complicated, kind of like the Grand Canyon. You can say that it's a big gorge found in the Southwestern part of the United States, but it really had to be explored intricately to truly describe it. It's the same with culture -- "In its broadest sense, it includes a wide variety of constructs such as mental habits, personal prejudices, moral values, social customs, artistic achievements, and aesthetic preferences of particular societies" (267). We can define it in a basic form, but don't have all of the in between details.
I think that the Color Purple is a very good way to explain culture to students. In an ESL context, students all understand that they all have their own background, or as the book states, their own cultural lens (the blue color). Their classmates of different cultures are the red color, who wear different lenses. Their lenses then overlap, causing the blue to see through the red or vice versa in order to better understand that other culture. Neither group has to give up their culture, they just simply mix together to form what Robinson calls "a third culture." The "third classroom culture" is the where all of the different cultures are seen and respected on the same level. This explanation is simple enough so that students in the classroom can understand, yet has a deep enough meaning that it really makes them aware of their cultural boundaries and differences.
With different cultures also comes cultural stereotypes. This is includes fashion and dress, food, religious identity, cultural norms and rituals, and languages.
After reading the article, I never realized how purposelessly stereotypical I was of the Asian culture (see, there I go again). I have grown a lot in college, especially when it comes to tolerance and stereotypes. I would never consider myself intolerant of other cultures, rather uneducated. It's good to realized these tings about myself as a teacher, so I can better myself for the future.
I think that the Color Purple is a very good way to explain culture to students. In an ESL context, students all understand that they all have their own background, or as the book states, their own cultural lens (the blue color). Their classmates of different cultures are the red color, who wear different lenses. Their lenses then overlap, causing the blue to see through the red or vice versa in order to better understand that other culture. Neither group has to give up their culture, they just simply mix together to form what Robinson calls "a third culture." The "third classroom culture" is the where all of the different cultures are seen and respected on the same level. This explanation is simple enough so that students in the classroom can understand, yet has a deep enough meaning that it really makes them aware of their cultural boundaries and differences.
With different cultures also comes cultural stereotypes. This is includes fashion and dress, food, religious identity, cultural norms and rituals, and languages.
After reading the article, I never realized how purposelessly stereotypical I was of the Asian culture (see, there I go again). I have grown a lot in college, especially when it comes to tolerance and stereotypes. I would never consider myself intolerant of other cultures, rather uneducated. It's good to realized these tings about myself as a teacher, so I can better myself for the future.
Monday, November 7, 2011
Kuma Ch 5
Negotiation is always an interesting topic. It's something that comes naturally with your L1 and you don't even realize you need to learn how to negotiate until you begin to acquire a second language.
I remember being in Spain and having to learn the basics of having a conversation. Negotiation after all is learning to talk, correct? Wrong. After reading these chapters, I have come to realize that we negotiate far more than in just in conversation. Obviously it is important to be able to recognize errors in a conversation and fix them and use filler word to complete a dialogue, but where else do we see negotiation?
We see negotiation in reading. Every time a text is read and analyzed, negotiation occurs. Ideas are bounced back and forth between the reader making inferences and what the text actually says. Negotiation with texts also requires prior knowledge, whereas in conversation, the speaker just needs to understand the context of the situation and the cultural norms on how to fix an awkward moment. When a student reads a text, in order to obtain a deeper meaning, they have to connect back to prior readings and tap into other knowledge.
I would also like to address the issue of 'talk management.' Generally, IRF is associated with talk management. Talk management is defined as how learners "conduct their classroom conversation in order to accomplish their immediate educational goals." (115). Does that mean that talk management is only used in the classroom context? I think not. With that being said, the books states "that the teacher is the one who teaches talk engagement and facilitates negotiated interaction by providing linguistic and paralinguistic cues to students to enhance their learning potential." (118-119) Through the use of IRF, conversation can be continued, clarified and better understood resulting in better comprehensible input and output.
I remember being in Spain and having to learn the basics of having a conversation. Negotiation after all is learning to talk, correct? Wrong. After reading these chapters, I have come to realize that we negotiate far more than in just in conversation. Obviously it is important to be able to recognize errors in a conversation and fix them and use filler word to complete a dialogue, but where else do we see negotiation?
We see negotiation in reading. Every time a text is read and analyzed, negotiation occurs. Ideas are bounced back and forth between the reader making inferences and what the text actually says. Negotiation with texts also requires prior knowledge, whereas in conversation, the speaker just needs to understand the context of the situation and the cultural norms on how to fix an awkward moment. When a student reads a text, in order to obtain a deeper meaning, they have to connect back to prior readings and tap into other knowledge.
I would also like to address the issue of 'talk management.' Generally, IRF is associated with talk management. Talk management is defined as how learners "conduct their classroom conversation in order to accomplish their immediate educational goals." (115). Does that mean that talk management is only used in the classroom context? I think not. With that being said, the books states "that the teacher is the one who teaches talk engagement and facilitates negotiated interaction by providing linguistic and paralinguistic cues to students to enhance their learning potential." (118-119) Through the use of IRF, conversation can be continued, clarified and better understood resulting in better comprehensible input and output.
ENG 394 11/7
This week, I am particularly going to talk about motivation I see in the ESL classrooms. I was able to sit in on parent teacher conferences last week and really see how the teacher explains the grades and behavior of the students to the parents. It was really very insightful, and I'm glad my teacher allowed for me to come.
A problem I noticed multiple times with the ESL students that my teacher had to address to multiple parents was the issue of completing homework. The kids are very bright, but for some reason do not have the desire to turn in their completed work. It is interesting because they have three quarters to the entire homework done, but don't bother to turn it in, or forget it in their locker.
I have been paying particular attention to my students recently in regards to homework completion and motivation. I was talking to some other teachers during parent-teacher conferences and some told me that right now, school isn't a priority for the Mexican kids. The reason why they're not completing their homework is because they are more involved in being social (which brings up the issues of pregnancy, alcohol, etc.). They just don't see school as something that will be useful to them in the future. My teacher often catches kids passing notes in class when they're supposed to be reading. The notes almost always revolve around who is dating who, or kissing someone, or being angry with so and so because she likes so and so.
Now, there are some kids in my classroom who are so bright and very well motivated. Right now, I'm more interested in figuring out why my kids are learning English. Is it because they have to? Is it because they want a job? I can make small inferences from the papers they write (eg. one kid wrote a paper about how studying is good because it helps you get a job so you can buy a house), but need to observe more and ask more questions.
A problem I noticed multiple times with the ESL students that my teacher had to address to multiple parents was the issue of completing homework. The kids are very bright, but for some reason do not have the desire to turn in their completed work. It is interesting because they have three quarters to the entire homework done, but don't bother to turn it in, or forget it in their locker.
I have been paying particular attention to my students recently in regards to homework completion and motivation. I was talking to some other teachers during parent-teacher conferences and some told me that right now, school isn't a priority for the Mexican kids. The reason why they're not completing their homework is because they are more involved in being social (which brings up the issues of pregnancy, alcohol, etc.). They just don't see school as something that will be useful to them in the future. My teacher often catches kids passing notes in class when they're supposed to be reading. The notes almost always revolve around who is dating who, or kissing someone, or being angry with so and so because she likes so and so.
Now, there are some kids in my classroom who are so bright and very well motivated. Right now, I'm more interested in figuring out why my kids are learning English. Is it because they have to? Is it because they want a job? I can make small inferences from the papers they write (eg. one kid wrote a paper about how studying is good because it helps you get a job so you can buy a house), but need to observe more and ask more questions.
Monday, October 31, 2011
Olsen 10
It's interesting to read about all of the political issues addressed 40 years ago in our country and how they seem to be coming full circle, especially in the field of education. I know right now our government has cut funding for Foreign Language teaching and that affects bilingual education as well. Whoever is making these laws is clearly not a lawmaker themselves.
" The Bilingual Education Movement is rooted in Title VI of the Civil Rights Act of 1964, which states: "no person shall be subjected to discrimination on the basis of race, color, or nation origin." As I read this statement, issues of funding flipped through my mind. Why does more funding seem to go to middle class/ all white institutions then if we have this law? It's good and only right that laws (like Lau v.. Nichols) have been passed furthering progress towards ESL and bilingual education because every person in American has their right to succeed. But despite these movements, I still feel like ESL gets put on the backburner sometimes and singled out. Just today, my practicum teacher was telling me about funding cuts in his district and how they are losing their Read180 program next year due to budget cuts in foreign language and ESL classrooms.
My practicum experience has been going smoothly this week. I get to sit in on teacher conferences on Friday, so I am excited for that. The kids starting working on a new unit with new vocabulary and stories. They did an interesting activity today where they wrote 5 vocabulary words on slips of paper, had to organize them by type (noun, verb, adj) and then choose 2 of the easiest ones for them to understand and write the word in a sentence. Their classmates then were given 2 of the harder words and wrote example sentences and had to explain them to their other classmates. Overall, a great activity.
I'm starting to become attached to these kids, oh no!!!!! I don't want to leave them :(
" The Bilingual Education Movement is rooted in Title VI of the Civil Rights Act of 1964, which states: "no person shall be subjected to discrimination on the basis of race, color, or nation origin." As I read this statement, issues of funding flipped through my mind. Why does more funding seem to go to middle class/ all white institutions then if we have this law? It's good and only right that laws (like Lau v.. Nichols) have been passed furthering progress towards ESL and bilingual education because every person in American has their right to succeed. But despite these movements, I still feel like ESL gets put on the backburner sometimes and singled out. Just today, my practicum teacher was telling me about funding cuts in his district and how they are losing their Read180 program next year due to budget cuts in foreign language and ESL classrooms.
My practicum experience has been going smoothly this week. I get to sit in on teacher conferences on Friday, so I am excited for that. The kids starting working on a new unit with new vocabulary and stories. They did an interesting activity today where they wrote 5 vocabulary words on slips of paper, had to organize them by type (noun, verb, adj) and then choose 2 of the easiest ones for them to understand and write the word in a sentence. Their classmates then were given 2 of the harder words and wrote example sentences and had to explain them to their other classmates. Overall, a great activity.
I'm starting to become attached to these kids, oh no!!!!! I don't want to leave them :(
Monday, October 24, 2011
Grammar
I feel like everywhere that I have went so far dealing with ESL students has a different perspective on grammar. It's so controversial! At the community center where I volunteer teaching English, my boss is insistent that I do not teach verb conjugations or grammar, only phrases. I understand where he is coming from since the class is entitled, "Survival English." However, in the ESL classroom, I notice that the teacher puts an emphasis on grammar, but does not overwhelm his students with it. The other day my CT told me, "You can really only address one grammar issue a day. Otherwise the students get discouraged. Writing is already hard enough for them. Then the next you review the issue you already talked about, then work on another one. Each day builds upon the other." I 100% agree with him. I see the frustration in my practicum classroom when I have to make multiple corrections in their essays. Sometimes I just let their errors (even in their writing) because I understand what point they are trying to make. But then that brings up the issue of error correction, never would I correct a student in their speech. I might reiterate what they say to me to make sure I have a clear understanding of what they are saying and so that they can hear it with proper grammar, but I don't know how far to take it when correcting a paper. There is nothing more discouraging than a paragraph you are proud of filled with red marks!
Reflecting back on my own language experience in high school, I noticed we mainly focused on grammar, probably at least 80% of the time. It was tedious work and very boring I might add. It's very testable and, as the book says, a security blanket. If a teacher has been teaching grammar over and over, they develop a habit and get into a rhythm with their teaching. It's hard to break the cycle of not using as much grammar when it's what they know. At a recent teaching conference, I ran into my old high school Spanish teacher. She said the tables are turning and they are focusing a lot more on culture and connections in the classroom rather than grammar. The grammar is still important, but it's not worksheet after worksheet day in and day out. How great!
Where do I stand? Error correction is definitely important if that is what you happen to be focusing on. If you are teaching students how to properly write a well written essay, then it is important to get into the nitty gritty. If the purpose of the lesson is communication, for example, then there is no reason to correct grammar errors. In terms of teaching grammar, I feel the same way. To be honest, I still don't think I have fully developed a sense of what I think about it just yet. I know I'm a "circumstantialist," if anything (meaning I look at the outside context of grammar and error correction).
Reflecting back on my own language experience in high school, I noticed we mainly focused on grammar, probably at least 80% of the time. It was tedious work and very boring I might add. It's very testable and, as the book says, a security blanket. If a teacher has been teaching grammar over and over, they develop a habit and get into a rhythm with their teaching. It's hard to break the cycle of not using as much grammar when it's what they know. At a recent teaching conference, I ran into my old high school Spanish teacher. She said the tables are turning and they are focusing a lot more on culture and connections in the classroom rather than grammar. The grammar is still important, but it's not worksheet after worksheet day in and day out. How great!
Where do I stand? Error correction is definitely important if that is what you happen to be focusing on. If you are teaching students how to properly write a well written essay, then it is important to get into the nitty gritty. If the purpose of the lesson is communication, for example, then there is no reason to correct grammar errors. In terms of teaching grammar, I feel the same way. To be honest, I still don't think I have fully developed a sense of what I think about it just yet. I know I'm a "circumstantialist," if anything (meaning I look at the outside context of grammar and error correction).
TESOL practicum week of 10/18-10//21
This week's practicum work was interesting. End of the quarter was bringing out the hecticness in the classroom. Students have to meet a certain quota in their reading counts program in order to receive credit. They are required to read 3 books and then pass 3 tests ( a passing grade is 6/10) before the quarter is over. Majority of the class had passed no or 1 test. As I was looking at the gradebook, multiple thoughts were running through my head. First of all, why is it so difficult for everyone to pass these tests? Something must not be clicking with these kids. Is it an issue of motivation? But then I got to thinking, maybe these kids don't have the skills to understand the content of what they read. Right now, they are so focused on trying to figure out what each word says and means, that they cannot remember what they read. My teacher often times says, "poor (insert name here), they just try so hard, but they can't get it." I think I'm going to bring this up with him this week as a suggested lesson. I would even help him prepare it! I want to see these kids succeed. I had to help a lot of students with their quizzes. I sat next to them with the book they read and would find the entry from which the question was derived and help them find the answer. Needless to say, they passed with the extra help!
Another thing I would like to bring up is how troubled I am by the students' outside lives. Some of these kids are really, really smart. I have one student who is so eager to read Harry Potter in his free time, yet has a C- average. I found side conversations of the 6th graders are talking about beer sometimes, which absolutely shocks me. They face issues of teen pregnancy, gangs, drugs, alcohol.... I can understand why it is hard for them to focus in school. But what can I do about it as a teacher? I'm in need of some advice! I want to help my students so bad.
Another thing I would like to bring up is how troubled I am by the students' outside lives. Some of these kids are really, really smart. I have one student who is so eager to read Harry Potter in his free time, yet has a C- average. I found side conversations of the 6th graders are talking about beer sometimes, which absolutely shocks me. They face issues of teen pregnancy, gangs, drugs, alcohol.... I can understand why it is hard for them to focus in school. But what can I do about it as a teacher? I'm in need of some advice! I want to help my students so bad.
Monday, October 17, 2011
Made in America Ch 8
It was interesting to note what older, more experienced teachers attributed poor performance to. "Parents don't really care anymore," "kids don't care anymore," "A lot of cultures don't value.o ask those teachers that made those statements, "so, what do you do with them then? You still have these kids in class. You can't just not teach them." I think the issue here is these veteran teachers aren't fully comfortable with or aware of what diversity actually is.
However, other teachers not specialized in ESL or LEP students had a completely different, more positive view. The home economics teacher states, "I believe very strongly in the fact that what happens in the family and what you do with your personal life is the primary determining factor in how successful you'll be in your career and life. It has nothing to do with the color of your skin." (178). She is placing value on culture, education, hard work, and connections with family and friends rather than what one looks like. It can be hard because students from different cultures associate themselves with that culture and say things like I will just end up working at McDonalds so why does it matter that I learn in school right now. Attitude makes a difference!
Finally, one part of the reading sort of confused me a little bit. They say on page 180 that Madison sees all of their students as the same and that is "part of the glue that makes it all work." What does this mean? I thought we were supposed to recognize and respect each individual culture. Are we seeing all of the diversified students as the same? I really would like more explanation on this statement.
However, other teachers not specialized in ESL or LEP students had a completely different, more positive view. The home economics teacher states, "I believe very strongly in the fact that what happens in the family and what you do with your personal life is the primary determining factor in how successful you'll be in your career and life. It has nothing to do with the color of your skin." (178). She is placing value on culture, education, hard work, and connections with family and friends rather than what one looks like. It can be hard because students from different cultures associate themselves with that culture and say things like I will just end up working at McDonalds so why does it matter that I learn in school right now. Attitude makes a difference!
Finally, one part of the reading sort of confused me a little bit. They say on page 180 that Madison sees all of their students as the same and that is "part of the glue that makes it all work." What does this mean? I thought we were supposed to recognize and respect each individual culture. Are we seeing all of the diversified students as the same? I really would like more explanation on this statement.
Tuesday, October 11, 2011
Facilitating Discussion - ENG 345 October 11
The TAT in Dolores' is an absolutely genius idea. Not only does this creating the newspaper encourage conversation skills and build vocabulary, but it encompasses extensive reading to somewhat of an extent. The kids are reading about what they want to be reading about because they, after all, created the topic, but at the same time have to read it for class in order to understand the activities in discussion hence the reason why it's somewhat of an extent.
Through the different stations the teacher is encompassing all types of learning - visual, kinesthetic, and as well as a comprehensive type of learning. I feel as though English Language Learning is often limited to reading and writing activities and watching movies. Here the teacher opens up the classroom to discussion about what the students want to learn and then gives them hands on activities (as with the pipes) to better understand the vocabulary and the concepts. This actually sparked an idea in my head. It would be neat to take my students out to a restaurant after doing a unit on manners and proper restaurant etiquette so that they could actually apply what they had learned! I feel as though real world application is one of the most beneficial ways to learn and REMEMBER a long.
I have recently been given another TESOL practicum placement because I was placed late in mine. Yesterday, for the first time, I had the opportunity to observe an advanced adult ESL class. Chapter 18 was very interesting to read because I actually got to see some of these concepts take place in the classroom. I'm gonig to focus on the 'Interaction as the Key to Improving EFL Learners' Speaking Abilities.' The focused on mainly oral activities to stimulate conversation last night. They played a lot of word games where they had to describe words or emotions and get their team to guess them. They were excited about it and really engaged. They also had a food day, which incorporated their appropriate cultures into the classroom. They each had to bring a dish and then, before they all ate, each student was required to describe how they made their dish, the ingredients, and the popularity of the dish in their classroom. Overall it was a good first experience despite the informality of the classroom situation (this class was an exception, the next week should be more normal).
Finally, I would just like to touch upon how cultural awareness and oral activities go hand in hand. To be communicatvely competent in a culture, you have to understand. This includes factors such as manners, greetings, conversation fillers (like, um, well) and understanding when it is appropriate to speak. It's good to have lessons about this in class so that students do not go out into the world culturally unaware, so to speak. It's important to keep their culture, but at the same time it's good to have the practice so they understand the rules and culture of our English speaking world. I surely want to see my students succeed :)
Through the different stations the teacher is encompassing all types of learning - visual, kinesthetic, and as well as a comprehensive type of learning. I feel as though English Language Learning is often limited to reading and writing activities and watching movies. Here the teacher opens up the classroom to discussion about what the students want to learn and then gives them hands on activities (as with the pipes) to better understand the vocabulary and the concepts. This actually sparked an idea in my head. It would be neat to take my students out to a restaurant after doing a unit on manners and proper restaurant etiquette so that they could actually apply what they had learned! I feel as though real world application is one of the most beneficial ways to learn and REMEMBER a long.
I have recently been given another TESOL practicum placement because I was placed late in mine. Yesterday, for the first time, I had the opportunity to observe an advanced adult ESL class. Chapter 18 was very interesting to read because I actually got to see some of these concepts take place in the classroom. I'm gonig to focus on the 'Interaction as the Key to Improving EFL Learners' Speaking Abilities.' The focused on mainly oral activities to stimulate conversation last night. They played a lot of word games where they had to describe words or emotions and get their team to guess them. They were excited about it and really engaged. They also had a food day, which incorporated their appropriate cultures into the classroom. They each had to bring a dish and then, before they all ate, each student was required to describe how they made their dish, the ingredients, and the popularity of the dish in their classroom. Overall it was a good first experience despite the informality of the classroom situation (this class was an exception, the next week should be more normal).
Finally, I would just like to touch upon how cultural awareness and oral activities go hand in hand. To be communicatvely competent in a culture, you have to understand. This includes factors such as manners, greetings, conversation fillers (like, um, well) and understanding when it is appropriate to speak. It's good to have lessons about this in class so that students do not go out into the world culturally unaware, so to speak. It's important to keep their culture, but at the same time it's good to have the practice so they understand the rules and culture of our English speaking world. I surely want to see my students succeed :)
Monday, October 10, 2011
Made in America Ch 7
First I would like to discuss the questions from last week followed by the reading.
1. FOCUS ON PEDAGOGY - The teacher uses a task based, learner centered approach in his classroom. Students use a specific program called Read 180. It incorporates group work, silent reading time, and computer tasks. Group work includes work on circle maps together, reading a passage together and then answering questions about it individually, or playing a game of some type. The teacher uses only English in his class room. The kids are allowed to speak Spanish (this includes asking him questions, giving responses, or writing vocabulary words in Spanish). He always responds to them in English no matter the situation unless he really wants them to get moving, them he says "Andale" which means hurry up.
2. FOCUS ON STUDENT INTERACTION - The kids codeswitch between English and Spanish. Talking amongst themselves, the students generally speak in Spanish. Although, every now and then I hear them speaking in English. The students do not always talk regularly in class. The teacher likes them to stay focused on their tasks and not get distracted. They don't have very many group discussions as a whole -- only in small group work for about 20 minutes of the 90 minute period. Otherwise, they are expected to be quiet and work the rest of the time. There is more S-T interaction than S-S interaction. He incorporates a lot of IRF in the small group station. The questions he asks leads to a lot of higher thinking from the information they gather in the reading.
Chapter 7 talked about creating a supportive place for immigrants -- understanding backgrounds, religions, and cultures. Without this understanding assumptions about students are made. Teachers assume the students and/or parents are irresponsible if the child does not come to school fed or that because the child does not understand what is going on, they belong in special education. Apart from cultural factors, I think in order to create a supportive place for immigrants, teachers need to understand the age they are dealing with as well. Preteens and teens are very vulnerable to the society around them and this definitely affects their development and motivation in the classroom. In my practicum right now, 7th and 8th graders are dealing with issues of pregnancy, drugs, alcohol, and gangs. However, that is nowhere to be seen in the 5th and 6th grade classrooms. Teachers need to be supportive of their students during these tough times of change rather than brush it off and tell their students to 'focus' more.
I don't like the name given to the Newcomer school. It classifies the students immediately. I understand it was created for the purpose of helping immigrants with a highly trained and specialized staff, but couldn't they give it a different name?!
1. FOCUS ON PEDAGOGY - The teacher uses a task based, learner centered approach in his classroom. Students use a specific program called Read 180. It incorporates group work, silent reading time, and computer tasks. Group work includes work on circle maps together, reading a passage together and then answering questions about it individually, or playing a game of some type. The teacher uses only English in his class room. The kids are allowed to speak Spanish (this includes asking him questions, giving responses, or writing vocabulary words in Spanish). He always responds to them in English no matter the situation unless he really wants them to get moving, them he says "Andale" which means hurry up.
2. FOCUS ON STUDENT INTERACTION - The kids codeswitch between English and Spanish. Talking amongst themselves, the students generally speak in Spanish. Although, every now and then I hear them speaking in English. The students do not always talk regularly in class. The teacher likes them to stay focused on their tasks and not get distracted. They don't have very many group discussions as a whole -- only in small group work for about 20 minutes of the 90 minute period. Otherwise, they are expected to be quiet and work the rest of the time. There is more S-T interaction than S-S interaction. He incorporates a lot of IRF in the small group station. The questions he asks leads to a lot of higher thinking from the information they gather in the reading.
Chapter 7 talked about creating a supportive place for immigrants -- understanding backgrounds, religions, and cultures. Without this understanding assumptions about students are made. Teachers assume the students and/or parents are irresponsible if the child does not come to school fed or that because the child does not understand what is going on, they belong in special education. Apart from cultural factors, I think in order to create a supportive place for immigrants, teachers need to understand the age they are dealing with as well. Preteens and teens are very vulnerable to the society around them and this definitely affects their development and motivation in the classroom. In my practicum right now, 7th and 8th graders are dealing with issues of pregnancy, drugs, alcohol, and gangs. However, that is nowhere to be seen in the 5th and 6th grade classrooms. Teachers need to be supportive of their students during these tough times of change rather than brush it off and tell their students to 'focus' more.
I don't like the name given to the Newcomer school. It classifies the students immediately. I understand it was created for the purpose of helping immigrants with a highly trained and specialized staff, but couldn't they give it a different name?!
Wednesday, October 5, 2011
ENG 345 - October 6th
I did not know that there were so many steps in between writing the first draft of the paper and editing it. Speaking as a student myself, I know how painful and undelightful editing a paper can be -- after all, I wrote it, why should I have to go back and fix what I think is correct? I feel like the way paper editing was explained in the chapters is related to scaffolding. The students are not going to know how to edit a paper correctly without the proper guidance. It is therefore important that the teacher shows them both how to proper self/peer edit papers as well as understand the importance in doing so. I've noticed in practicum that the students look too much to the teacher or myself to read what they have been written and correct it for them.
The book explains that it is more important for students to understand error categories rather than individual errors. It is always difficult to go back and reread your own writing and detect errors. If students are more aware of the types of errors made in something that is not part of their own writing, it can be easier for them to recognize the mistakes that they have made.
It is inevitable that mistakes will be made in writing. We're all human, even natural born speakers of a language make mistakes in both writing and speech! Speaking in terms of achievement, I like how Ferris related to getting your students from point A to point Z rather than from point A to point B. Just thinking of my own second language acquisition, I was nowhere near proficient at the end of my first year of Spanish, nor did I have the confidence to speak. Benchmarks are a good thing, in my opinion. I really am in favor of a student reaching point B, then point F, then point M, all the way until point Z. Actually, I can very much relate this to running a marathon. A marathon is 26.2 miles total. Thinking about running that much at one time is incredibly overwhelming and quite frankly, scary. It's easier to think of it in chunks - first you run 1 mile, then you've run a 5k, then you've run a 10k, then you've run 10 miles and before you know it you're halfway done and counting down to the finish. Language learning should be the same. Start with the basics and build your way up.
The book explains that it is more important for students to understand error categories rather than individual errors. It is always difficult to go back and reread your own writing and detect errors. If students are more aware of the types of errors made in something that is not part of their own writing, it can be easier for them to recognize the mistakes that they have made.
It is inevitable that mistakes will be made in writing. We're all human, even natural born speakers of a language make mistakes in both writing and speech! Speaking in terms of achievement, I like how Ferris related to getting your students from point A to point Z rather than from point A to point B. Just thinking of my own second language acquisition, I was nowhere near proficient at the end of my first year of Spanish, nor did I have the confidence to speak. Benchmarks are a good thing, in my opinion. I really am in favor of a student reaching point B, then point F, then point M, all the way until point Z. Actually, I can very much relate this to running a marathon. A marathon is 26.2 miles total. Thinking about running that much at one time is incredibly overwhelming and quite frankly, scary. It's easier to think of it in chunks - first you run 1 mile, then you've run a 5k, then you've run a 10k, then you've run 10 miles and before you know it you're halfway done and counting down to the finish. Language learning should be the same. Start with the basics and build your way up.
Sunday, October 2, 2011
ENG 394 9/26 &10/3
I am a few weeks behind on my blog, I apologize! I feel like I have so much to write about, better get started.
First, my practicum experience. Over the past 2 weeks, I have spent roughly 13 hours there getting accustomed to the classroom and the students. I see 5-8 grade students throughout the day. All of them are of Mexican descent, and the teacher is from Spain, but strictly speaks to them in English. They are from all different levels, from students who barely speak any English, to those who are reading Harry Potter novels. (This poses a question -- what happens to those students at the Harry Potter level? Are they removed from ELL rooms?)
They use a program called Read 180. Students are divided into groups based on their proficiency from what I can gather. They work at 3 different stations throughout the class period, which is roughly 90 minutes. They have computer activities, quiet reading time, and group work. It's been a good experience so far. I have been able to help a low student with his work. He is 11 years old and has been here for four years, but was intimidated to ask me my name in fear of asking me incorrectly. He has warmed up to me and even reads outloud. Sometimes I don't know if he understands what he reads, but at least he is working on his annunciation. He is currently reading 2nd grade level books.
The students have to read books and take tests. They get 3 chances to take a test, which are all based on reading comprehension. If you don't understand what you read, you don't pass the test.
I really like the teacher and he gives me some very helpful pointers, I just have a few critques so far. They do the same thing EVERYDAY practically. He tells them when they enter the classroom, "Ok, you guys know what you are supposed to do. Go ahead and get busy." Kinda boring in my opinion. Second, I feel like he needs to be more sensative to their ages. These kids are in middle school, and I know he means it all as a joke, but he teases them a lot. And I mean A LOT. I think he could back off somewhat.
It's so funny because I can tell that the kids are all whispering about this blonde girl standing next to the teacher in the front of the room. They've been watching me very closely, but I think I'm finally starting to bond with the 5th & 6th graders. I think they just needed to know that they could trust me, and that I understood them. I only see the 7th/8th graders for about 90 minutes a week, so I have to work on them a little bit more.
There were a few points in Olsen at the beginning of capter 5 that specifically caught my attention. From what I can gather, Latinos (or any race for the matter) do not like to be identified as 'newcomers' Pg. 109 says, "not to be able to define one's race is not really to exist on the social map of the non-newcomers." That's a pretty powerful statement in itself. It continues to say that newcomers VALUE invisibility because it means that they aren't 'newcomers.' So what defines a newcomer then? Apparently, it's an immigrant. Immigrant is a term that I hear often used in classrooms, but not all of the students are immigrants. Is this sort of generalization assuming that just because they don't speak English very well making them feel like 'newcomers' therefore like outsiders? It would be interesting to ask my kids that.
First, my practicum experience. Over the past 2 weeks, I have spent roughly 13 hours there getting accustomed to the classroom and the students. I see 5-8 grade students throughout the day. All of them are of Mexican descent, and the teacher is from Spain, but strictly speaks to them in English. They are from all different levels, from students who barely speak any English, to those who are reading Harry Potter novels. (This poses a question -- what happens to those students at the Harry Potter level? Are they removed from ELL rooms?)
They use a program called Read 180. Students are divided into groups based on their proficiency from what I can gather. They work at 3 different stations throughout the class period, which is roughly 90 minutes. They have computer activities, quiet reading time, and group work. It's been a good experience so far. I have been able to help a low student with his work. He is 11 years old and has been here for four years, but was intimidated to ask me my name in fear of asking me incorrectly. He has warmed up to me and even reads outloud. Sometimes I don't know if he understands what he reads, but at least he is working on his annunciation. He is currently reading 2nd grade level books.
The students have to read books and take tests. They get 3 chances to take a test, which are all based on reading comprehension. If you don't understand what you read, you don't pass the test.
I really like the teacher and he gives me some very helpful pointers, I just have a few critques so far. They do the same thing EVERYDAY practically. He tells them when they enter the classroom, "Ok, you guys know what you are supposed to do. Go ahead and get busy." Kinda boring in my opinion. Second, I feel like he needs to be more sensative to their ages. These kids are in middle school, and I know he means it all as a joke, but he teases them a lot. And I mean A LOT. I think he could back off somewhat.
It's so funny because I can tell that the kids are all whispering about this blonde girl standing next to the teacher in the front of the room. They've been watching me very closely, but I think I'm finally starting to bond with the 5th & 6th graders. I think they just needed to know that they could trust me, and that I understood them. I only see the 7th/8th graders for about 90 minutes a week, so I have to work on them a little bit more.
There were a few points in Olsen at the beginning of capter 5 that specifically caught my attention. From what I can gather, Latinos (or any race for the matter) do not like to be identified as 'newcomers' Pg. 109 says, "not to be able to define one's race is not really to exist on the social map of the non-newcomers." That's a pretty powerful statement in itself. It continues to say that newcomers VALUE invisibility because it means that they aren't 'newcomers.' So what defines a newcomer then? Apparently, it's an immigrant. Immigrant is a term that I hear often used in classrooms, but not all of the students are immigrants. Is this sort of generalization assuming that just because they don't speak English very well making them feel like 'newcomers' therefore like outsiders? It would be interesting to ask my kids that.
Tuesday, September 27, 2011
Anthology Ch 3 & 7
Chapter 3 gives us a small history of lesson plans. Tyler's model (1949) is still implemented today. It's starts with the objective and moves forward from there. It asks you to put an indicated amount of time for each activity, as if learning were on a time schedule. An estimated time is good as a frame of reference for a teacher, but I do not think one should be limited to a 5 minute introduction, 15 minute lecture and so forth. The time gauge does not take real classroom factors into context. I'm also an advocate for backwards design. This method works oppositely, having evaluation placed at the end. I feel it is more important to decide what it is that you want your students to get out of the unit/lesson first and build upon that. It is also important to incorporate concepts they want to learn about as well!
Chapter 7 discusses the need for classrooms to be more adaptive the changing world around us. Change is always easier said than done it seems. Over the course of the semester, we have been studying different approaches as well as the 'historical' aspect of TESOL. Before, curriculum was more set in stone and not easily adaptive. That is not so much the case now, we're moving towards an environment that is focused on learners learning how to learn and is a LEARNER-CENTERED approach. The quote at the beginning struck me as important and relevant to what I've been talking about.
"We are, in my view, face with an entirely new situation in education where the goal of education, if we are to survive, is the facilitation of change and learning. The only man who is educated is the man who has learned how to learn; the mean who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security. Changingness, a reliance on process rather than upon static knowledge, is the only thing that makes any sense as a goal for education in the modern world. (p. 69)
I could not put it any better myself or agree more, honestly. Education, as well as the rest of our world is continually evolving. This is does not mean to say that old approaches cannot still be used or that they aren't effective. It's just that we, as teachers, need to be open to flexibility and willing to LEARN from our students as well.
Chapter 7 discusses the need for classrooms to be more adaptive the changing world around us. Change is always easier said than done it seems. Over the course of the semester, we have been studying different approaches as well as the 'historical' aspect of TESOL. Before, curriculum was more set in stone and not easily adaptive. That is not so much the case now, we're moving towards an environment that is focused on learners learning how to learn and is a LEARNER-CENTERED approach. The quote at the beginning struck me as important and relevant to what I've been talking about.
"We are, in my view, face with an entirely new situation in education where the goal of education, if we are to survive, is the facilitation of change and learning. The only man who is educated is the man who has learned how to learn; the mean who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security. Changingness, a reliance on process rather than upon static knowledge, is the only thing that makes any sense as a goal for education in the modern world. (p. 69)
I could not put it any better myself or agree more, honestly. Education, as well as the rest of our world is continually evolving. This is does not mean to say that old approaches cannot still be used or that they aren't effective. It's just that we, as teachers, need to be open to flexibility and willing to LEARN from our students as well.
Sunday, September 25, 2011
Project Work
Project work is an interesting approach which, in my opinion, encompasses quite a bit about what we have learned about thus far. It integrates higher level thinking, more compatibility and student interaction, and places responsibility on the students in regards to learning.
The book mentioned 3 different varieties to this approach: structured, semi structured, and unstructured. I, for one, would not feel very comfortable allowing my students to have an unstructured learning environment. I know it depends on the type of classroom and the elements it contains to decide which type of approach to take. For example, I feel as though my teacher for practicum uses a combination of all 3 varieties. It's quite interesting actually to see how the students react to these. They have 3 different stations each day -- a reading station where they do silent reading on their own, group work with the teacher, and computer time, where they do activities on the computer that are already pre-made. Some students are disciplined and able to focus during the 20 minutes given to them for the silent reading, but others can hardly pay attention. They do well at the semi-structured level, the computers and sometimes get off track at the structured level with the teacher. Again, I think it all goes back to understanding the personality of the students and how they learn best. I think, for this particular class, a semi-structured project is the best bet.
It's neat to see the different approaches we learn about in class in a real live context :)
The book mentioned 3 different varieties to this approach: structured, semi structured, and unstructured. I, for one, would not feel very comfortable allowing my students to have an unstructured learning environment. I know it depends on the type of classroom and the elements it contains to decide which type of approach to take. For example, I feel as though my teacher for practicum uses a combination of all 3 varieties. It's quite interesting actually to see how the students react to these. They have 3 different stations each day -- a reading station where they do silent reading on their own, group work with the teacher, and computer time, where they do activities on the computer that are already pre-made. Some students are disciplined and able to focus during the 20 minutes given to them for the silent reading, but others can hardly pay attention. They do well at the semi-structured level, the computers and sometimes get off track at the structured level with the teacher. Again, I think it all goes back to understanding the personality of the students and how they learn best. I think, for this particular class, a semi-structured project is the best bet.
It's neat to see the different approaches we learn about in class in a real live context :)
Tuesday, September 20, 2011
Task Based Learning
I'll admit, as I started to read the article, I was surprised that they didn't define a task more towards the beginning. However, after reading both the article and the chapter, I feel as though I have a better understanding of what exactly a task is, and whether or not it can be applicable in my classroom someday.
I'm still wary about the notion of task based learning.It's defined in the article as "an activity which requires learners to use language, with emphasis on meaning, to attain an objective." Later on, it continues to describe measuring performance on these tasks. First, I had to stop and think, well what is a task -- vocabulary exercises, reading aloud, role playing, conversation activities with specific prompts, etc. The article continues to explain measuring the performance on the tasks. You're to check for fluidity, accuracy, complexity, and the ability to use clarification and confirmation, and negotiate meaning. I understand that you can check a certain items on this list, but how do you check for fluidity? Do you make a scale that says, "Oh, this student is a 2 out of 10 on the fluidity scale." No, you don't. The article explains that, in order to measure it, you break it down into the following: silence, reformulation, replacement, false starts, and repetition, speech rate, and automatisation. I like the approach that approach because of it's specificness, but still there's something about measuring fluency that rubs me the wrong way.
Speaking in terms of accuracy, where does error correction play in all of this? It was never really mentioned at all, so I was just curious as to what their stance was.
Overall, very interesting chapter and article. Like I mentioned, the biggest point that stood out to me was the fluency! It just kinda bugs me that we feel the need to measure..
I'm still wary about the notion of task based learning.It's defined in the article as "an activity which requires learners to use language, with emphasis on meaning, to attain an objective." Later on, it continues to describe measuring performance on these tasks. First, I had to stop and think, well what is a task -- vocabulary exercises, reading aloud, role playing, conversation activities with specific prompts, etc. The article continues to explain measuring the performance on the tasks. You're to check for fluidity, accuracy, complexity, and the ability to use clarification and confirmation, and negotiate meaning. I understand that you can check a certain items on this list, but how do you check for fluidity? Do you make a scale that says, "Oh, this student is a 2 out of 10 on the fluidity scale." No, you don't. The article explains that, in order to measure it, you break it down into the following: silence, reformulation, replacement, false starts, and repetition, speech rate, and automatisation. I like the approach that approach because of it's specificness, but still there's something about measuring fluency that rubs me the wrong way.
Speaking in terms of accuracy, where does error correction play in all of this? It was never really mentioned at all, so I was just curious as to what their stance was.
Overall, very interesting chapter and article. Like I mentioned, the biggest point that stood out to me was the fluency! It just kinda bugs me that we feel the need to measure..
Monday, September 12, 2011
CLT and Kuma Ch 3
I found both of the articles we had to read rather interesting and pleasant.
First of all, the CLT article. I liked all of the examples that were given and how specific each activity was explained. It's especially good for new teachers that are looking to generate lesson plans by looking to different articles for inspiration. I like how all of the concepts touched upon were varied and helped with real-life application.
I specifically want to point out that error are not corrected or recognized. Making mistakes is part of learning, and you don't learn unless you make mistakes. The teacher understood that his students would make mistakes, and that they are not perfect. The focus of the activity of majority of the activities students partake in doesn't have to do with accuracy either. The teacher is usually evaluating fluency or whether or not a student understands a concept.
Now, obviously, this method worked well for this classroom. However, we, as future educators, need to understand that we aren't always going to use this method. We have to look into the context of our classrooms and figure out what works best for the students collectively. It could be a combination of methods, including CLT. Regardless, with that being said, it is important to understand that teaching is versatile, and not one single method will always be continuously used in practice.
Touching on Ch. 3 of Kuma, I would just like to say that I agree with him when he says that it is the teacher's job, not the students, to maximize every learning opportunity. Classes are not limited to (sometimes boring) lectures and questions that lead to dead ends. I think that in order to make the best use of each day and time the teacher has in a classroom, he needs to have good classroom management skills for starters, and a good understanding of who his students are, where they come from, what their want to learn, and HOW they learn best.
First of all, the CLT article. I liked all of the examples that were given and how specific each activity was explained. It's especially good for new teachers that are looking to generate lesson plans by looking to different articles for inspiration. I like how all of the concepts touched upon were varied and helped with real-life application.
I specifically want to point out that error are not corrected or recognized. Making mistakes is part of learning, and you don't learn unless you make mistakes. The teacher understood that his students would make mistakes, and that they are not perfect. The focus of the activity of majority of the activities students partake in doesn't have to do with accuracy either. The teacher is usually evaluating fluency or whether or not a student understands a concept.
Now, obviously, this method worked well for this classroom. However, we, as future educators, need to understand that we aren't always going to use this method. We have to look into the context of our classrooms and figure out what works best for the students collectively. It could be a combination of methods, including CLT. Regardless, with that being said, it is important to understand that teaching is versatile, and not one single method will always be continuously used in practice.
Touching on Ch. 3 of Kuma, I would just like to say that I agree with him when he says that it is the teacher's job, not the students, to maximize every learning opportunity. Classes are not limited to (sometimes boring) lectures and questions that lead to dead ends. I think that in order to make the best use of each day and time the teacher has in a classroom, he needs to have good classroom management skills for starters, and a good understanding of who his students are, where they come from, what their want to learn, and HOW they learn best.
September 12: Made in America Ch 3 & Myths
The third chapter of Made in America actually made me really sad as I read it. Think about it -- this is high school we're talking about. I feel like it's a miniature version of the Civil Rights movement going on inside this high school. What does that mean for the future for these kids? This is their reality. This is all they know. I was emotionally engaged from the beginning of the chapter when the students were having their conversation in Lisa Stern's sixth period history class. I hate that the students feel like their teachers and district don't care about them and only want the kids "out of their hair." Aren't we, as teachers, supposed to make them feel the opposite? It breaks my heart that these students feel like this way and on top of that have to worry about not seeming like a 'wannabe' and still be accepting. This lifestyle is forcing them to grow up too fast and enjoy their youth.
Demographic Myths
In Ch 1 of Myths and Realities, we learn that the 3 largest states in the U.S. with ELL learners as of 2003-2004 are California, Texas and Florida. I'm surprised that both Illinois and New York are not included in that list because of cities like Chicago and New York City. Later in the chapter, it indicates that in 2005 the highest distrcits with ELL enrollments include L.A., NYC, and Chicago.
I'm not surprised to learn that about 1/3 of ELL learners are born in the United States. With our nation's increasing diversity and immigration of families that come here that do not speak English, I very much expect this statistic. However, ELL learners are not just located in urban areas, they are everywhere.
I think this will be an interesting read!
Demographic Myths
In Ch 1 of Myths and Realities, we learn that the 3 largest states in the U.S. with ELL learners as of 2003-2004 are California, Texas and Florida. I'm surprised that both Illinois and New York are not included in that list because of cities like Chicago and New York City. Later in the chapter, it indicates that in 2005 the highest distrcits with ELL enrollments include L.A., NYC, and Chicago.
I'm not surprised to learn that about 1/3 of ELL learners are born in the United States. With our nation's increasing diversity and immigration of families that come here that do not speak English, I very much expect this statistic. However, ELL learners are not just located in urban areas, they are everywhere.
I think this will be an interesting read!
Sunday, September 11, 2011
Made in America - Ch 1&2 discussion questions
Chapter 1.
1. It's an anthropological study (which looks at behaviors and customs) of the design of ELL and culture in the classroom.
2. Olsen uses a historical anthropology as her means of showing the theoretical background. She defines the schooling system of inequality. On page 17 it says, "Schools, reproduction theorists argued, are critical in this process because class relations and the capitalist division of labor requires a school system that reproduces a system of inequality by selectively transmitting skills according to which class people are in, sorting people by granting credentials from the school into appropriate social positions, and serving to shape an individual's attitudes and identity to fit their classroom."
3. She uses an ethnographic approach, which is the observation, participation, and interviewing of life, culture, customs. She uses this approach because it immerses her in the culture so that she can understand it more in depth rather than looking it from the surface.
4. 15 faculty members and 47 students participate.
5. Her research questions include the following:
-How did they understand "America"? What does it mean to be "American"?
-What borders and boundaries did they create or detect in social relations? What language did they use to articulate and create those borders and boundaries?
-How were the crossings, the borderlands and terrain in between languages, cultures, and national identities experienced, shared, and contested?
-How did they experience and view their encounters with each other across languages, cultures, and national identities?
-What was it like for those students and teachers who felt themselves involved in forging new terrains of language, culture, racial, and national identity?
-Why were they in school, and how did they experience school? What relationship did school have to the rest of their lives?
We, as TESOLers are all about context. We need to understand where our students are coming from and their perception of the world in order to best teach, connect with, and understand them. Through these questions, Olsen is able to do just that.
6. Some data sources are the teachers at Madison High School She met and had conversations with them in various locations around the community. She observed them in the eduactional setting as well to gather data.
7. She plays three roles acting as the storyteller, the anthropologist, and the advocate.
8. All of the students are labeled according to their racial identity. Students had an assignment to make a map of their high school. Students were seperated into the following categories: Mexican-Mexican Girls and Boys who speak Spanish, Blacks, Afghan Girls, Fijian Girls, Afgans, Indian Girls, Vietnamese Girls, Fijian Boys, Vietnamese who speak English. Mexicans who speak English, Chinese Boys, Vietnamese Boys, Chinese Girls who speak Mandarin, and "the Americans." Interesting.
Chapter 2
1. It's interesting how they base their worth of how "American" they are by the way they dress. It's as though they feel the need to conform to fit in and lose their originial identity. The Brazilian girl, for example, wore what she would normally wear in Brazil to school (tighter, shorter clothing) and was not socially accepted and felt as though she lost a part of herself in trying to become more "American" and not as much of a part as her Brazilian culture. Another girl felt wrong for wearing a serape to school. Students should not feel wrong wearing anything.
2. Page 46 - "Americans always change their clothes."
Page 48 - "Americans listen to English much and good songs and most of them listen to rap, especially the black Americans."
"Very few people listen to piano."
"They usually listen to music in the car and turn it up way loud so that everybody would hear them."
"Music is way loud."
"The music you listen listen to is part of who you hang out with. People don't listen to different kinds of music. Each groupd just listens to one kind."
"Americans want to have fun."
1. It's an anthropological study (which looks at behaviors and customs) of the design of ELL and culture in the classroom.
2. Olsen uses a historical anthropology as her means of showing the theoretical background. She defines the schooling system of inequality. On page 17 it says, "Schools, reproduction theorists argued, are critical in this process because class relations and the capitalist division of labor requires a school system that reproduces a system of inequality by selectively transmitting skills according to which class people are in, sorting people by granting credentials from the school into appropriate social positions, and serving to shape an individual's attitudes and identity to fit their classroom."
3. She uses an ethnographic approach, which is the observation, participation, and interviewing of life, culture, customs. She uses this approach because it immerses her in the culture so that she can understand it more in depth rather than looking it from the surface.
4. 15 faculty members and 47 students participate.
5. Her research questions include the following:
-How did they understand "America"? What does it mean to be "American"?
-What borders and boundaries did they create or detect in social relations? What language did they use to articulate and create those borders and boundaries?
-How were the crossings, the borderlands and terrain in between languages, cultures, and national identities experienced, shared, and contested?
-How did they experience and view their encounters with each other across languages, cultures, and national identities?
-What was it like for those students and teachers who felt themselves involved in forging new terrains of language, culture, racial, and national identity?
-Why were they in school, and how did they experience school? What relationship did school have to the rest of their lives?
We, as TESOLers are all about context. We need to understand where our students are coming from and their perception of the world in order to best teach, connect with, and understand them. Through these questions, Olsen is able to do just that.
6. Some data sources are the teachers at Madison High School She met and had conversations with them in various locations around the community. She observed them in the eduactional setting as well to gather data.
7. She plays three roles acting as the storyteller, the anthropologist, and the advocate.
8. All of the students are labeled according to their racial identity. Students had an assignment to make a map of their high school. Students were seperated into the following categories: Mexican-Mexican Girls and Boys who speak Spanish, Blacks, Afghan Girls, Fijian Girls, Afgans, Indian Girls, Vietnamese Girls, Fijian Boys, Vietnamese who speak English. Mexicans who speak English, Chinese Boys, Vietnamese Boys, Chinese Girls who speak Mandarin, and "the Americans." Interesting.
Chapter 2
1. It's interesting how they base their worth of how "American" they are by the way they dress. It's as though they feel the need to conform to fit in and lose their originial identity. The Brazilian girl, for example, wore what she would normally wear in Brazil to school (tighter, shorter clothing) and was not socially accepted and felt as though she lost a part of herself in trying to become more "American" and not as much of a part as her Brazilian culture. Another girl felt wrong for wearing a serape to school. Students should not feel wrong wearing anything.
2. Page 46 - "Americans always change their clothes."
Page 48 - "Americans listen to English much and good songs and most of them listen to rap, especially the black Americans."
"Very few people listen to piano."
"They usually listen to music in the car and turn it up way loud so that everybody would hear them."
"Music is way loud."
"The music you listen listen to is part of who you hang out with. People don't listen to different kinds of music. Each groupd just listens to one kind."
"Americans want to have fun."
Wednesday, September 7, 2011
September 8
Well, I'll be honest. I've never been much a literary analyst -- I prefer to read already written descriptions of what other people think about different writings, but this is all part of the college experience, right?
Pennycook's article was lengthy and wordy and at times, I'll be honest, I had no idea what was being said. However, I did infer a few important items to note. First, I think it is important to point out that "language, gender, sexuality, race, class, ethnicity, popular culture, education, immigration, teaching practices, curriculum development and other concerns" are all "interwoven" into TESOL (333). Before taking any of my TESOL courses, I would have just presumed that ESL meant people who didn't speak English were learning English. I didn't know that all of these other factors played a role when it came to learning/teaching a foreign language. My perspective has been broadened since I first came to ISU 3 years ago and now I now understand how everything is interconnected. It makes me wonder, was it my young age and immaturity that made me ignorant, or is it the fact that we are not properly educated on the subject matter in our country?
I also thought the transformative pedagogies part was interesting. We talked about teachers as transformative educators in class on Tuesday, so that was still fresh in my mind. It's emphasized, that, in order for changes to take place, people need to change their thinking. That, I believe, is a given. What types of changes though? Social and cultural awareness? Universal acceptance? Changes in our students? Their thinking? Their views and ways of life? Changes in American thinking towards "foreigners"?
Pennycook's article was lengthy and wordy and at times, I'll be honest, I had no idea what was being said. However, I did infer a few important items to note. First, I think it is important to point out that "language, gender, sexuality, race, class, ethnicity, popular culture, education, immigration, teaching practices, curriculum development and other concerns" are all "interwoven" into TESOL (333). Before taking any of my TESOL courses, I would have just presumed that ESL meant people who didn't speak English were learning English. I didn't know that all of these other factors played a role when it came to learning/teaching a foreign language. My perspective has been broadened since I first came to ISU 3 years ago and now I now understand how everything is interconnected. It makes me wonder, was it my young age and immaturity that made me ignorant, or is it the fact that we are not properly educated on the subject matter in our country?
I also thought the transformative pedagogies part was interesting. We talked about teachers as transformative educators in class on Tuesday, so that was still fresh in my mind. It's emphasized, that, in order for changes to take place, people need to change their thinking. That, I believe, is a given. What types of changes though? Social and cultural awareness? Universal acceptance? Changes in our students? Their thinking? Their views and ways of life? Changes in American thinking towards "foreigners"?
Monday, September 5, 2011
September 5
Why are roles defined in the first place? Who defines them? Is it society? Is it those affected by the actions of the role player (i.e. students)? Is it the person playing the role themselves?
I think all of these take part in defining what a role is. Kuma specifically looks at the role of a teacher and the different tasks they take on. He also mentions early on in the chapter that David Hansen believes teaching is a vocation, defining it as, "guaranteeing personal autonomy and personal significance." Ok, yes, I definitely agree with that statement. Every teacher should strive to make students feel important and as though they have a role to play in society. If teaching were seen as anything but a vocation, for example, a job, work, a career, an occupation, or a profession, it would lose it's personal touch and be seen as a day in, day out, drag your feet to work type deal.
Further, Kuma explains teachers in terms as passive technicians, reflective practitioners, and transformative intellectuals. He clearly objectifies what each role entails. If I were to describe my ideal teaching type, it would be the third one - a teacher as a transformative intellectual. Not only does this title imply that I, as a teacher, have knowledge in my specific content area, but that I want to convey what I know to my students and TRANSFORM their minds. I connect the classroom to real life and am open to outside suggestions to better improve my classroom. That's what I strive to be.
I think all of these take part in defining what a role is. Kuma specifically looks at the role of a teacher and the different tasks they take on. He also mentions early on in the chapter that David Hansen believes teaching is a vocation, defining it as, "guaranteeing personal autonomy and personal significance." Ok, yes, I definitely agree with that statement. Every teacher should strive to make students feel important and as though they have a role to play in society. If teaching were seen as anything but a vocation, for example, a job, work, a career, an occupation, or a profession, it would lose it's personal touch and be seen as a day in, day out, drag your feet to work type deal.
Further, Kuma explains teachers in terms as passive technicians, reflective practitioners, and transformative intellectuals. He clearly objectifies what each role entails. If I were to describe my ideal teaching type, it would be the third one - a teacher as a transformative intellectual. Not only does this title imply that I, as a teacher, have knowledge in my specific content area, but that I want to convey what I know to my students and TRANSFORM their minds. I connect the classroom to real life and am open to outside suggestions to better improve my classroom. That's what I strive to be.
Wednesday, August 31, 2011
Celce-Murcia/Kuma - Eng 345
The Celce-Murcia article was a nice, easy read and a good introduction to the 9 different 20th century teaching approaches. It was useful the way the described the difference between approach, method, and technique as well. Before, I thought there were words that could be used interchangeably. As far as the nine different approaches go, I found some to be unrealistic and couldn't imagine using them myself in the classroom. Others I found to be more useful and effective. I will probably be using multiple approaches for my students because, after all, they do not all learn the same, right?
The Kuma article was very dense and harder to read. Yet, it was still interesting to see how different methods and approaches have developed and changed over time. It's kind of like science and medicine; people are always researching it and discovering something new and supposedly "more effective." I've noticed a trend in teaching these days, people are continually unsatisfied with the different methods and approaches out there and continually look to find something better. Is the grass really always green on the other side though?
As I was reading, I mentally noted that some of these very methods had been used while I was studying Spanish. We had days in class where we could only speak Spanish, used pictures to define vocabulary, analyzed texts and so forth. Was my teacher really following a specific method? I don't really think so. I'm not really sure why.
The Kuma article was very dense and harder to read. Yet, it was still interesting to see how different methods and approaches have developed and changed over time. It's kind of like science and medicine; people are always researching it and discovering something new and supposedly "more effective." I've noticed a trend in teaching these days, people are continually unsatisfied with the different methods and approaches out there and continually look to find something better. Is the grass really always green on the other side though?
As I was reading, I mentally noted that some of these very methods had been used while I was studying Spanish. We had days in class where we could only speak Spanish, used pictures to define vocabulary, analyzed texts and so forth. Was my teacher really following a specific method? I don't really think so. I'm not really sure why.
Monday, August 29, 2011
Ch 1 & 2 Methodology in Language Teaching
The best way I could interpret these two chapters into my own words and thoughts is simple: teaching philosophies.
The chapters addressed approaches, methods, techniques, applications, and so forth. As the book says, there is no correct way to teaching, no one method, and that it's a continually changing process. We have to learn about our students first in order to fully develop our ever changing teaching philosophy. Teachers are supposed to be flexible and teaching is in a sense like playdough -- it can be molded so many different ways and still ends up a unique shape. I think it is important that teachers understand that each student is different from the next, that their learning styles vary, and that nothing is ever set in stone and is subject to change.
It's simple -- our teaching philosophies may contain specific principles that we have learned about teaching, but we need to be flexible and open to change.
The chapters addressed approaches, methods, techniques, applications, and so forth. As the book says, there is no correct way to teaching, no one method, and that it's a continually changing process. We have to learn about our students first in order to fully develop our ever changing teaching philosophy. Teachers are supposed to be flexible and teaching is in a sense like playdough -- it can be molded so many different ways and still ends up a unique shape. I think it is important that teachers understand that each student is different from the next, that their learning styles vary, and that nothing is ever set in stone and is subject to change.
It's simple -- our teaching philosophies may contain specific principles that we have learned about teaching, but we need to be flexible and open to change.
Sunday, August 28, 2011
ENG 394 Made in America - Week 1
First, I'd like to begin by saying that I extremely enjoy this book already. The format and way the information is presented in a storylike form is ideal to me.
The first 2 chapters briefly dove into how the "newcomers" feel in the American culture and what the assimilation process entails to them. One of the major issues addressed was clothing -- it is difficult enough being an American student myself trying to dress "properly" and "to fit in." I could not even imagine the shock and difficulty the immigrant students faced coming to the U.S. The only correlation I can make is from my experience abroad, studying in Spain. I felt as though I had to dress nicer because my American clothes were not fashionable or nice enough. In terms of identity, I was tired of being recognized as an outsider, as an American. Many Spain natives had unpleasant thoughts towards my country. I worked hard to develop my speaking skills and adopt the habits of the natives. It was a relief to be able to speak English, but I hated the assumptions that the espanoles made towards all American girls.
I think it would be interesting to put all Americans through a study abroad program so that they could see what their immigrant peers are going through. How would they feel about having to "take off the turban." Giving up your heritage to be accepted by others is not an easy process. As a matter of fact, it should not have to be done. I like how the author introduced the notion of "staying who you are but trying to become American at the same time." In all honesty, is that possible? It is our job as future educators to try to make each and every individual feel comfortable with who they are and where they come from as well learn about their second way of life, the American culture.
The first 2 chapters briefly dove into how the "newcomers" feel in the American culture and what the assimilation process entails to them. One of the major issues addressed was clothing -- it is difficult enough being an American student myself trying to dress "properly" and "to fit in." I could not even imagine the shock and difficulty the immigrant students faced coming to the U.S. The only correlation I can make is from my experience abroad, studying in Spain. I felt as though I had to dress nicer because my American clothes were not fashionable or nice enough. In terms of identity, I was tired of being recognized as an outsider, as an American. Many Spain natives had unpleasant thoughts towards my country. I worked hard to develop my speaking skills and adopt the habits of the natives. It was a relief to be able to speak English, but I hated the assumptions that the espanoles made towards all American girls.
I think it would be interesting to put all Americans through a study abroad program so that they could see what their immigrant peers are going through. How would they feel about having to "take off the turban." Giving up your heritage to be accepted by others is not an easy process. As a matter of fact, it should not have to be done. I like how the author introduced the notion of "staying who you are but trying to become American at the same time." In all honesty, is that possible? It is our job as future educators to try to make each and every individual feel comfortable with who they are and where they come from as well learn about their second way of life, the American culture.
Wednesday, August 24, 2011
Our country -- the Salad Bowl.
I found both of the articles to be easy yet informative reads. Our country really is one big salad bowl, as the Diaz-Rico & Weed article describes. The article was filled with a lot of facts and numbers about the different populations here in America. I don't really know what to make of it, except to say, "I really had no idea we were that diverse." I knew that America has always been viewed as a melting pot, but really? Are we? Yeah, one could argue that we have meshed together, but after reading that history and Caucasians have dominated other cultures, especially minorities, I don't think much "melting" is going on there.
The most interesting portion of the Who Speaks English? article was the chart that displayed all of the different Englishes spoken around the world. It makes me, as an American, feel as though I have been living in my bubble for my whole life. I had NO idea there were that many varieties. I assumed there was American English, Australian English, and British English. No, not assumed, thought. I thought there were only those 3. So, with that assumption, does that mean that these 3 countries see themselves as better than other ENL countries that are not as well known? Does that make the English speaking population of the UK, Australian, and Britain better than ESL speakers that are perfectly competent? It makes you think..
The most interesting portion of the Who Speaks English? article was the chart that displayed all of the different Englishes spoken around the world. It makes me, as an American, feel as though I have been living in my bubble for my whole life. I had NO idea there were that many varieties. I assumed there was American English, Australian English, and British English. No, not assumed, thought. I thought there were only those 3. So, with that assumption, does that mean that these 3 countries see themselves as better than other ENL countries that are not as well known? Does that make the English speaking population of the UK, Australian, and Britain better than ESL speakers that are perfectly competent? It makes you think..
Tuesday, April 19, 2011
Canagarajah's article and Ch. 7 from Lightbrown and Spada did a great job of summing up what we learned throughout the course of this semester. Canagarajah's article touched on Brown's four major themes. The part of the article that sparked my interest was the brief section that discussed motivation. What are our motivations for learning an L2? Are they intrinsic or extrinsic? I'm sure they vary from culture to culture and even from person to person. I plan on writing my paper about this, that's why it caught my attention. After reading both, I really got thinking about how languages are learned. I obviously don't remember my own L1 acquisition, but was able to relate this information to my own L2 acquisition experience.
Lightbrown and Spada review that languages are not learned mainly through imitation. I agree and disagree. Personally, the imitation factor came into play later when I was trying to sound less "American" and more like a native Spanish speaker. I would imitate how natives pronounced words in Spain. I found myself walking down the street repeating words that I heard. I probably looked and sounded silly, but it really helped.
Another interesting point of review was point #8. "It is essential for learns to be able to pronounce all the individual sounds in the second language." The book talks about the 'melody' of the language rather than the ability to articulate each individual sound. It's not about being perfect, it's about being able to communicate and convey meaning in a properly and be understood.
I would also like to emphasize how important error making is! We are human beings and are going to learn from our mistakes. It is impossible to be perfect. We learn from our mistakes! Errors help teachers too. It allows us to see our students' strengths and weaknesses and gain more insight to what they are thinking and understanding.
How would our learning experience be different if we never made mistakes? However, what if we were never corrected? How would that affect us? Would we be forced to learn through imitation and observation?
Lightbrown and Spada review that languages are not learned mainly through imitation. I agree and disagree. Personally, the imitation factor came into play later when I was trying to sound less "American" and more like a native Spanish speaker. I would imitate how natives pronounced words in Spain. I found myself walking down the street repeating words that I heard. I probably looked and sounded silly, but it really helped.
Another interesting point of review was point #8. "It is essential for learns to be able to pronounce all the individual sounds in the second language." The book talks about the 'melody' of the language rather than the ability to articulate each individual sound. It's not about being perfect, it's about being able to communicate and convey meaning in a properly and be understood.
I would also like to emphasize how important error making is! We are human beings and are going to learn from our mistakes. It is impossible to be perfect. We learn from our mistakes! Errors help teachers too. It allows us to see our students' strengths and weaknesses and gain more insight to what they are thinking and understanding.
How would our learning experience be different if we never made mistakes? However, what if we were never corrected? How would that affect us? Would we be forced to learn through imitation and observation?
Tuesday, April 12, 2011
Chapter 6
Lightbrown and Spada hit 6 key points for effective teaching in the second and foreign language classrooms.
1. Get it right from the beginning -
"Supporters of communicative language teaching have argued that language is not learned by the gradual accumulation of one item after another. They suggest that errors are a natural part of the language learning process." (Lightbrown and Spada, 140). Fluency before accuracy. From my previous experience, I have learned that I only learn from my past mistakes. If a teacher were to continually correct every single mistake I had made in the classroom, I would have become frustrated with the language and not wanted to put forth effort into learning it. It wasn't until I made public errors in Spain that I learned the correct way to say certain things. I was then able to convey my message and be grammatically correct at the same time.
2. Just listen... and read
I understand the challenges the book proposes, but I think that listening to a foreign language, hearing how the words are pronounced, and seeing them on the page are crucial. There is not enough emphasis on listening or speaking practice in foreign language classrooms. The main focus is usually on reading and writing skills. They all are equally important.
3. Let's talk
When given the opportunity to talk, students generally have problem coming to a mutual consensus because they are so wrapped up in trying to convey their meaning. Research also has proposed that learners talk more with other learners rather than natives, which I think, from my personal experience, is a confidence factor. Finally, a researcher by the name of Storch found that "learns who participated in the collaborative and expert-novice pairs maintained more of their second language knowledge over time." (153). It's almost like a miniature challenge. When I was in Spain, I felt comfortable talking to the other foreign exchange students, but I knew my Spanish was never going to improve if I didn't step outside of my bubble and talk to native speakers with more expansive vocabularies, more grammar knowledge, and that could have a cultural influence on me.
4. Two for One
This concept can be related to the two for one day. Learners acquire an L2 while studying a different subject in that L2. I think this would be a good exposure to an L2 in a different type of context than a foreign language class, but wouldn't the students struggle with formulating answers since they lack the knowledge of the L2?
5. Teach what is teachable
Simply stated, make the material understandable. Don't try to think you are helping your students out by throwing in grammatically copmlex sentences or big vocabulary words. Build up to those things. As a teacher, it is important to always be assessing where the learner is at, then teach what would appropriately come next.
6. Get it right in the end
This position argues that "learners will benefit in terms of both efficiency of their learning and the level of proficiency they will eventually reach." How can you teach what is teachable with the get it right in the end proposition? I can understand that using the target language with the learners as if they were L2 speakers is crucial, but not necessary all the time. Students need to build up to that level of understanding and proficiency.
Chapter 6 in Saville-Troike touches on acquiring knowledge for L2 use. I think the diagram at the beginning of the chapter did a nice job describing it. In order to have language knowledge, other proponents are necessary. Therefore language knowledge = content + culture knowledge + context + language use. All of these factors are crucial in understanding how to properly convey the L2. The chapter states that "vocabulary is the most important level of L2 knowledge for all learners to develop." While I agree that vocabulary is important, couldn't one argue that you need to be able to form sentences in some sort of grammatically correct structure in order to convey a message? You can't just spit out random words all the time and hope that the listener understands what you mean.
1. Get it right from the beginning -
"Supporters of communicative language teaching have argued that language is not learned by the gradual accumulation of one item after another. They suggest that errors are a natural part of the language learning process." (Lightbrown and Spada, 140). Fluency before accuracy. From my previous experience, I have learned that I only learn from my past mistakes. If a teacher were to continually correct every single mistake I had made in the classroom, I would have become frustrated with the language and not wanted to put forth effort into learning it. It wasn't until I made public errors in Spain that I learned the correct way to say certain things. I was then able to convey my message and be grammatically correct at the same time.
2. Just listen... and read
I understand the challenges the book proposes, but I think that listening to a foreign language, hearing how the words are pronounced, and seeing them on the page are crucial. There is not enough emphasis on listening or speaking practice in foreign language classrooms. The main focus is usually on reading and writing skills. They all are equally important.
3. Let's talk
When given the opportunity to talk, students generally have problem coming to a mutual consensus because they are so wrapped up in trying to convey their meaning. Research also has proposed that learners talk more with other learners rather than natives, which I think, from my personal experience, is a confidence factor. Finally, a researcher by the name of Storch found that "learns who participated in the collaborative and expert-novice pairs maintained more of their second language knowledge over time." (153). It's almost like a miniature challenge. When I was in Spain, I felt comfortable talking to the other foreign exchange students, but I knew my Spanish was never going to improve if I didn't step outside of my bubble and talk to native speakers with more expansive vocabularies, more grammar knowledge, and that could have a cultural influence on me.
4. Two for One
This concept can be related to the two for one day. Learners acquire an L2 while studying a different subject in that L2. I think this would be a good exposure to an L2 in a different type of context than a foreign language class, but wouldn't the students struggle with formulating answers since they lack the knowledge of the L2?
5. Teach what is teachable
Simply stated, make the material understandable. Don't try to think you are helping your students out by throwing in grammatically copmlex sentences or big vocabulary words. Build up to those things. As a teacher, it is important to always be assessing where the learner is at, then teach what would appropriately come next.
6. Get it right in the end
This position argues that "learners will benefit in terms of both efficiency of their learning and the level of proficiency they will eventually reach." How can you teach what is teachable with the get it right in the end proposition? I can understand that using the target language with the learners as if they were L2 speakers is crucial, but not necessary all the time. Students need to build up to that level of understanding and proficiency.
Chapter 6 in Saville-Troike touches on acquiring knowledge for L2 use. I think the diagram at the beginning of the chapter did a nice job describing it. In order to have language knowledge, other proponents are necessary. Therefore language knowledge = content + culture knowledge + context + language use. All of these factors are crucial in understanding how to properly convey the L2. The chapter states that "vocabulary is the most important level of L2 knowledge for all learners to develop." While I agree that vocabulary is important, couldn't one argue that you need to be able to form sentences in some sort of grammatically correct structure in order to convey a message? You can't just spit out random words all the time and hope that the listener understands what you mean.
Monday, April 4, 2011
April 5
Although the Firth and Wagner article was both difficult to read and understand, I can gather that it divides native speakers from non-native speakers, learner from user, and target language from interlanguage. They pose very interesting questions about other dichotomies that need to be further researched.
I found this one to be the most interesting.
4. Purity versus hybridity: Are languages separated
from each other, even at the most abstract level of
grammatical form? And how do they associate with
other symbol systems and modalities of communication?
(Khubchandani, 1997; Makoni, 2002).
I related this back to the question of which language do you think in? When you read in your L2 does it transfer back to your L1 as you read, or does it stay in the L2 the whole time? Same goes for writing.
It is to my understanding that Canadarajah was asking if we can raise our students' awareness of their communication strategies, attitudes and linguistic identities. Researchers are aware that English is one of the fastest growing languages and is a main source of communication in multilingual contexts. This article talks about English Lingua Franca, which is exactly what I just said. It is a process of accommodation, and defined as any language that is widely used as a means of communication among speakers of other languages.
LFE is based on interaction. On page 925 of Canadarajah (speaking about ELF) it says, "Speakers are able to monitor each other's language proficiency to determine the mutually appropriate grammar, phonology, lexical range, and pragmatic conventions that would insure intelligibility."
Everything that we have read about is coming together, especially the importance of dynamic and interactive learning. SLA speakers need interaction in order to communicate efficiently, accommodate, and learn about the culture they want to assimilate into.
I found this one to be the most interesting.
4. Purity versus hybridity: Are languages separated
from each other, even at the most abstract level of
grammatical form? And how do they associate with
other symbol systems and modalities of communication?
(Khubchandani, 1997; Makoni, 2002).
I related this back to the question of which language do you think in? When you read in your L2 does it transfer back to your L1 as you read, or does it stay in the L2 the whole time? Same goes for writing.
It is to my understanding that Canadarajah was asking if we can raise our students' awareness of their communication strategies, attitudes and linguistic identities. Researchers are aware that English is one of the fastest growing languages and is a main source of communication in multilingual contexts. This article talks about English Lingua Franca, which is exactly what I just said. It is a process of accommodation, and defined as any language that is widely used as a means of communication among speakers of other languages.
LFE is based on interaction. On page 925 of Canadarajah (speaking about ELF) it says, "Speakers are able to monitor each other's language proficiency to determine the mutually appropriate grammar, phonology, lexical range, and pragmatic conventions that would insure intelligibility."
Everything that we have read about is coming together, especially the importance of dynamic and interactive learning. SLA speakers need interaction in order to communicate efficiently, accommodate, and learn about the culture they want to assimilate into.
Saturday, March 26, 2011
Chapter 5 of Wong was really rather interesting, and it caused me to think and raised a few questions.
First, interestingly enough, Wong states on page 159, "English is the language of the elites..." This statement directly ties back to what we talked about last week in class. It is incredibly important to emphasize that it is okay for students to use their L1 and L2 as if they were equal. We cannot degrade other languages that are not English and give them a lower status because we see ours as 'superior.' In the US, there's this notion that, "We live in America, therefore we should only speak English." No wonder other cultures have a continual conflict of trying to meet the status quo, while, at the same time, maintain their heritage. A clear example of this feeling that English is superior and others languages used in the United States can be an embarrassment are seen in the dialect between Lucia and her daughter.
Wong expresses the importance of "Knowledge for Whom?" as her main topic of this chapter. We as TESOLers need to base our curriculum on what the students need to know English for. We need to understand their purpose to create a dialogical curriculum that is effective and is really centered on, as the book says, "the heart" of what students want.
Double consciousness is defined as "looking at oneself through the eyes of the other and "measuring one's soul by the tape of another world."" and "having the awareness that one is measured by the standards of the unmarked Anglo American or the White European American core group." (175) I think these two statements say a lot in themselves. First, it tells us that in American, we see things on a narrow road. You are classified as white or different. Implying this idea of double consciousness means that an individual sees himself as others define him, instead of for what he truly is. Feelings of double consciousness are especially ignited under racism and colonialism and this affects how many children today assimilate and learn English as well.
First, interestingly enough, Wong states on page 159, "English is the language of the elites..." This statement directly ties back to what we talked about last week in class. It is incredibly important to emphasize that it is okay for students to use their L1 and L2 as if they were equal. We cannot degrade other languages that are not English and give them a lower status because we see ours as 'superior.' In the US, there's this notion that, "We live in America, therefore we should only speak English." No wonder other cultures have a continual conflict of trying to meet the status quo, while, at the same time, maintain their heritage. A clear example of this feeling that English is superior and others languages used in the United States can be an embarrassment are seen in the dialect between Lucia and her daughter.
Wong expresses the importance of "Knowledge for Whom?" as her main topic of this chapter. We as TESOLers need to base our curriculum on what the students need to know English for. We need to understand their purpose to create a dialogical curriculum that is effective and is really centered on, as the book says, "the heart" of what students want.
Double consciousness is defined as "looking at oneself through the eyes of the other and "measuring one's soul by the tape of another world."" and "having the awareness that one is measured by the standards of the unmarked Anglo American or the White European American core group." (175) I think these two statements say a lot in themselves. First, it tells us that in American, we see things on a narrow road. You are classified as white or different. Implying this idea of double consciousness means that an individual sees himself as others define him, instead of for what he truly is. Feelings of double consciousness are especially ignited under racism and colonialism and this affects how many children today assimilate and learn English as well.
Monday, March 21, 2011
Practice makes perfect.
The basic concept in chapter for is that practice is necessary in order to acquire any skill, or that we "learn by doing." We read from countless theorists and their interactive learning ideas. Freire and Mao "saw that teh oppressed must liberate themselves in the context of a world that is changing. Learning takes place through pracitce in transforming the world." Continual adjustment and adaptations must be made for dialouge to be understood, and this can only be done through practice.
Later, Wong continues on page 143 to say "In general, the field of English as a second language is committed to the importance of practice in language learning and integrating hands-on experiences with speaking and writing." I could not agree with her more completely. What good is any information or skill one possesses without practice? It must be utilized in order to be effective. I can testify from personal experience that I did not get better at my Spanish until I really practiced it and was forced out of my comfort zone to use it. I'm not perfect at it, but in the long run it was worth it. We need to do the same for our students. Give the real life, applicable situations so that they can PRACTICE our language.
Later, Wong continues on page 143 to say "In general, the field of English as a second language is committed to the importance of practice in language learning and integrating hands-on experiences with speaking and writing." I could not agree with her more completely. What good is any information or skill one possesses without practice? It must be utilized in order to be effective. I can testify from personal experience that I did not get better at my Spanish until I really practiced it and was forced out of my comfort zone to use it. I'm not perfect at it, but in the long run it was worth it. We need to do the same for our students. Give the real life, applicable situations so that they can PRACTICE our language.
Tuesday, March 15, 2011
Sources
Broaddus, Karen, and Gay Ivey. "A Formative Experiment Investigating Literacy Engagement among Adolescent Latina/o Students Just Beginning to Read, Write, and Speak English." Reading Research Quarterly 42.4 (2007): 512-45. EBSCO. Web. 15 Mar. 2011.
This article does not study motivation of Spanish speakers learning English. However, it looks at the literacy skills of middle school native Spanish speakers using their English in the classroom. They created an instructional plan to help these ESL students improve their literacy skills. I think this would be interesting to look at the methods and activities the teachers used. In order to understand motivation, I need to look at how students learn and will use their English in a classroom setting as well as in the real world.
Cordero, Iris, and Alicia Pousada. "Until I Learn English, I Will Always Live in a Prison": Teaching E.S.L. to Hispanic Women Inmates." (1995): ERIC. EBSCO. Web. 15 Mar. 2011.
These researchers were looking to create a substantial ESL program for Spanish speaking women in prison learning English. Major factors that contributed to the success of language acquisition include high self-esteem, great motivation, and a more positive attitude toward the program. I hope to analyze all three of these factors in the report because they deal with intrinsic factors and use them towards my article.
Miño-Garcés, Fernando. "Learning for Life, a Structured and Motivational Process of Knowledge Construction in the Acquisition/learning of English as a Foreign Language in Native Spanish Speakers." International Journal of English Studies 9.1 (2009): 81-89. EBSCO. Web. 14 Mar. 2011.
This article is an interesting find because it talks about the motivation that teachers could instill in their students to learn English and lists these different factors along with a simple explanation. I thought that this article could possibly be useful because it gives the other side’s perspective. Therefore, I can see what the motivation behind the students is as well as the motivation behind the teachers teaching these Latino SLA students.
"Parental Motivation, Attitudes, Support, and Commitment in a Southern Californian Two-Way Immersion Program." Journals of Latinos and Education 5.1 (2006): 5-28. EBSCO. Web. 14 Mar. 2011.
This article looks at a 2 year English immersion program for immigrant Spanish speaking children and the motivation and attitudes of their parents. Through this article, I am able to look at parents as a support system and why they choose to have their children learn English in the United States, even when they, themselves, do not speak English fluently.
This article does not study motivation of Spanish speakers learning English. However, it looks at the literacy skills of middle school native Spanish speakers using their English in the classroom. They created an instructional plan to help these ESL students improve their literacy skills. I think this would be interesting to look at the methods and activities the teachers used. In order to understand motivation, I need to look at how students learn and will use their English in a classroom setting as well as in the real world.
Cordero, Iris, and Alicia Pousada. "Until I Learn English, I Will Always Live in a Prison": Teaching E.S.L. to Hispanic Women Inmates." (1995): ERIC. EBSCO. Web. 15 Mar. 2011.
These researchers were looking to create a substantial ESL program for Spanish speaking women in prison learning English. Major factors that contributed to the success of language acquisition include high self-esteem, great motivation, and a more positive attitude toward the program. I hope to analyze all three of these factors in the report because they deal with intrinsic factors and use them towards my article.
Miño-Garcés, Fernando. "Learning for Life, a Structured and Motivational Process of Knowledge Construction in the Acquisition/learning of English as a Foreign Language in Native Spanish Speakers." International Journal of English Studies 9.1 (2009): 81-89. EBSCO. Web. 14 Mar. 2011.
This article is an interesting find because it talks about the motivation that teachers could instill in their students to learn English and lists these different factors along with a simple explanation. I thought that this article could possibly be useful because it gives the other side’s perspective. Therefore, I can see what the motivation behind the students is as well as the motivation behind the teachers teaching these Latino SLA students.
"Parental Motivation, Attitudes, Support, and Commitment in a Southern Californian Two-Way Immersion Program." Journals of Latinos and Education 5.1 (2006): 5-28. EBSCO. Web. 14 Mar. 2011.
This article looks at a 2 year English immersion program for immigrant Spanish speaking children and the motivation and attitudes of their parents. Through this article, I am able to look at parents as a support system and why they choose to have their children learn English in the United States, even when they, themselves, do not speak English fluently.
Monday, March 14, 2011
Problem Posing
Last semester, in my EAF 228 class, we spent a lot of time focusing on Freire and the banking system. Whenever I think of the banking system, I picture a gumball machine. You put your money in, you watch the ball spiral down the tube, then it spits out at the end. It does this over and over again.
This proposed method of problem posing seems a lot more logical when it comes to teaching, especially learning a foreign language. A major focus of this chapter as well as these 2 teaching methods is testing. I like that problem posing allows for students to compare their own achievements to their own personal pasts rather than to that of a state score. I found myself both agreeing and disagreeing with the paragraphs Wong wrote about high stakes testing. I do not feel that test skills will always present themselves spontaneously. The students may be engaging in some sort of activity to bring them to certain skills, but they will not be aware that they are test taking skills unless the teacher tells them or guides them to that point. They need to simply be made available and relevant. Secondly, Wong says rather than teaching to the test, teach beyond it. I was thinking about cross country in high school. Every race was 3 miles long, but we were always told to train three times the distance! In the beginning, it makes the unattainable goal seem much more achievable.
While memorization is a usual tool and skill that one can possess, it is useless unless utilized properly. Wong stresses that learning a language is more than memorization. It is comprehension and active participation on the student's part. The chapter later addresses ZPD again. The same issue and concept arise. A teacher cannot force their ESL student to comprehend a language; they can guide them to reach their maximum potentinal but cannot essentially instill it in their brains.
This proposed method of problem posing seems a lot more logical when it comes to teaching, especially learning a foreign language. A major focus of this chapter as well as these 2 teaching methods is testing. I like that problem posing allows for students to compare their own achievements to their own personal pasts rather than to that of a state score. I found myself both agreeing and disagreeing with the paragraphs Wong wrote about high stakes testing. I do not feel that test skills will always present themselves spontaneously. The students may be engaging in some sort of activity to bring them to certain skills, but they will not be aware that they are test taking skills unless the teacher tells them or guides them to that point. They need to simply be made available and relevant. Secondly, Wong says rather than teaching to the test, teach beyond it. I was thinking about cross country in high school. Every race was 3 miles long, but we were always told to train three times the distance! In the beginning, it makes the unattainable goal seem much more achievable.
While memorization is a usual tool and skill that one can possess, it is useless unless utilized properly. Wong stresses that learning a language is more than memorization. It is comprehension and active participation on the student's part. The chapter later addresses ZPD again. The same issue and concept arise. A teacher cannot force their ESL student to comprehend a language; they can guide them to reach their maximum potentinal but cannot essentially instill it in their brains.
Sunday, February 27, 2011
Communication is a key factor in culture. No matter where you are from, it is understand that you must be able to communicate in order to succeed in a community. I would like to point out that in Ms. Jones' classroom, the students were required to be independent. They all had their own materials to work from, books that they didn't share with others during silent reading time, create their own ideas, and their desks pushed apart from each other. Simply put, everything was structuralized. Was this form of classroom management completely beneficial to the L2 learners? In the Toohey's article it states, "Lave and Wenger (1991) write that “learning is an integral and inseparable aspect of social practice” (p. 31)." (80.) I feel the emphasis on individuality is in fact, the complete opposite of what this statement is making. Ms. Jones' intentions are well, but when children collaborate and share, they are not burning language bridges, but rather building them. Acquistion comes with practice and from others. Yes, other factors such as culture play a role, but it all wraps back to the idea of how community and communication are vital in SLA.
I would just like to also make a rather obvious statement and say that in foreign language classrooms, teachers do not emphasis individuality. They encourage group work, talking about your weekend, sharing books and notes, and sitting together to practice and internalize the language.
I would just like to also make a rather obvious statement and say that in foreign language classrooms, teachers do not emphasis individuality. They encourage group work, talking about your weekend, sharing books and notes, and sitting together to practice and internalize the language.
Monday, February 21, 2011
Week 7
This week's reading covered multiple interesting topics. One issue that was addressed was that of dialogic pedagogy. Looking a little past the reading, I found that according to Vygotsky that this type of pedagogy is "a teacher-student relationship that stresses mutual respect, sharing, and learning in community." With this being said, Dialogic pedagogy requies students to express themselves and also, even more importantly in my opinion, be self-aware of their thought processes and their own L2 language acquisition. I think that sort of addesses the question, "What is the nature of the learner or student?" To determine the nature, the student must have a certain self-awareness.
The history of TESOL methods was also interesting. I enjoyed reading about the Audiolingual approach, along with the cognitive revolution, and the communicative and natural approaches to TESOL. I found it particularly interesting how, in the communicative approach, they defined usage and use. This makes a big difference in language acquisition. We, as teachers, should have our students USE the language rather than limit it to a certain usage.
I noticed quite a few similarities to LightBrown and Seville with Wong's reading. It readdessed Krashen's notion of i+1 along with ZPD and scaffolding. However, there was a lack of stereotyping mentioned, particularly towards Americans who put their noses in the air when it comes to learning an L2. I'd like to share nteresting comment thought that I heard on the radio today, and that was that a recently survey showed that attitudes towards America from other cultures is bettering. That's a nice relief.To be the best possible TESOL teacher, we have to be aware of other cultures' attitudes, beliefs, perception, recpetion to things, and learning styles.
The history of TESOL methods was also interesting. I enjoyed reading about the Audiolingual approach, along with the cognitive revolution, and the communicative and natural approaches to TESOL. I found it particularly interesting how, in the communicative approach, they defined usage and use. This makes a big difference in language acquisition. We, as teachers, should have our students USE the language rather than limit it to a certain usage.
I noticed quite a few similarities to LightBrown and Seville with Wong's reading. It readdessed Krashen's notion of i+1 along with ZPD and scaffolding. However, there was a lack of stereotyping mentioned, particularly towards Americans who put their noses in the air when it comes to learning an L2. I'd like to share nteresting comment thought that I heard on the radio today, and that was that a recently survey showed that attitudes towards America from other cultures is bettering. That's a nice relief.To be the best possible TESOL teacher, we have to be aware of other cultures' attitudes, beliefs, perception, recpetion to things, and learning styles.
Monday, February 14, 2011
That's unfair.
Reading about how some immigrants do not feel welcome in new surroundings was really very saddening. It's unfair that Americans have a certain perconceived notion towards them. It's unfortunate that they do not feel like they can learn in our society. Why don't we have patience? Where has this intolerance come from? To learn a language, practice is absolutely necessary. I know this from my experience in Spain. I wouldn't have learned half as much as I did if it hadn't been for my Spanish friends who patiently listened to me talk and corrected my fragmented sentences. Gracias a ellos por su paciencia!
Monday, February 7, 2011
ZPD - I'm in the zone
Oh yes, ZPD - the Zone of Proximal Development.
It almost sounds like something eerie from the Twilight Zone, doesn't it?
For a learner, there is the area of knowledge which they clearly already possess. Beyond that, there's a foggy gray area, then there's their maximum potential. The ZPD is that middle part, where we, as teachers, are to guide our students so that they DO reach their goals/ maximum potential.
There are 2 misconceptions associated with ZPD according to the article we read. One being that it is the same thing as scaffolding, and the other that it is similiar to Krashen's notion of i + 1.
What are your thoughts? The article argues that scaffolding is assisted performance, while in ZPD, you only help the child achieve a goal rather than aid in their development. But, isn't achieving a goal aiding in development?
It almost sounds like something eerie from the Twilight Zone, doesn't it?
For a learner, there is the area of knowledge which they clearly already possess. Beyond that, there's a foggy gray area, then there's their maximum potential. The ZPD is that middle part, where we, as teachers, are to guide our students so that they DO reach their goals/ maximum potential.
There are 2 misconceptions associated with ZPD according to the article we read. One being that it is the same thing as scaffolding, and the other that it is similiar to Krashen's notion of i + 1.
What are your thoughts? The article argues that scaffolding is assisted performance, while in ZPD, you only help the child achieve a goal rather than aid in their development. But, isn't achieving a goal aiding in development?
Sunday, January 30, 2011
How does your brain do it?
Since we read about the psychology of SLA, I thought this question seemed appropriate and rather fitting.
For those of you that speak second languages, have you ever taken the time to try and figure out your mental process when you listen, speak, read or write in your L2? As hard as I try, I cannot figure this out. For example when I read, I think I read the words in Spanish, but then what? How does my mental process work? Surely a study couldn't be done to tell me this (at least, I don't think).I know I have to read things multiple times sometimes to understand. I Does my brain change it to English somewhere in there and switch it back to English? When asked to translate though, I have found that it is much more difficult. IThe same goes with speaking. I could tell someone that I have an understanding of the reading, but directly translating takes so much more effort. Interesting.
When I speak, I feel as though I think in English and somehow manage to convert the words to Spanish while thinking in my L1 at the same time.
Do you understand your mental process? Have you taken the time to consider it? I understand that our reading addresses different theories of acquisition, but it doesn't really explain mental process. What do you think?
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Ooops, and I forgot to mention about Victor! I really enjoyed the movie and found it to be very interesting and unfortunate all the while. I believe that Victor benefited most from when his teacher rewarded him with water. He had to mimick the action his teacher did, and then received a break and his water.
For those of you that speak second languages, have you ever taken the time to try and figure out your mental process when you listen, speak, read or write in your L2? As hard as I try, I cannot figure this out. For example when I read, I think I read the words in Spanish, but then what? How does my mental process work? Surely a study couldn't be done to tell me this (at least, I don't think).I know I have to read things multiple times sometimes to understand. I Does my brain change it to English somewhere in there and switch it back to English? When asked to translate though, I have found that it is much more difficult. IThe same goes with speaking. I could tell someone that I have an understanding of the reading, but directly translating takes so much more effort. Interesting.
When I speak, I feel as though I think in English and somehow manage to convert the words to Spanish while thinking in my L1 at the same time.
Do you understand your mental process? Have you taken the time to consider it? I understand that our reading addresses different theories of acquisition, but it doesn't really explain mental process. What do you think?
------
Ooops, and I forgot to mention about Victor! I really enjoyed the movie and found it to be very interesting and unfortunate all the while. I believe that Victor benefited most from when his teacher rewarded him with water. He had to mimick the action his teacher did, and then received a break and his water.
Monday, January 24, 2011
The Three Theories
I, by far, found the most interesting pieces of information in this week's readings to be the 3 different theories of language acquistion introduced to us in Chapter 1 of Lightbrown and Spada.
Behaviorism
Linguistics have defined this theory of learning as language acquistion comes to us through observation and imitation. In other words, children hear what others are saying around them, then imitate those words, sounds, and sometimes actions.
For example, many people always say that you must not say certain words around small children, for they will pick them up and then use them in public without actually understanding the degree to which these words affect our social world. That means no cuss words.
I can't say for sure whether or not I entirely agree with the behaviorist theory. I understand that a lot of language acquistion is through what our parents teach us and through observation and listening. But what accounts for error correction, and being able to decipher if a sentence has be stated grammatically correct or not? Is it because we have heard people talking correctly (because not all people do), or is it for some other reason?
Noam Chomsky: The innatist perspective
Noam Chomsky believed that, in order to acquire language, it simply had to be available, and the rest would be taken care of. Before I get too far into describing it, I would just like to pose a question. Isn't that sort of the same thing as behaviorism? Behaviorism requires that there are people around nurturing the child's language. Doesn't this sort of fall under the same umbrella?
Chomsky came up with the notion of Universal Grammar. The chapter did not go very in depth, but from what I can gather is that we, as human beings, have the capacity to learn every language out there; we simply have to access it. Simple? Not so much.
The Critical Hypothesis Period
Researchers have hypothesized that we must acquire language before a certain period in our life, otherwise it will be hardly attainable. I happen to agree with this statement. From what I know, especially the story of Genie, I can see that human interaction is both crucial and necessary. While she was able to learn more aobut language, she never fully developed to her maximum capabilities. It's heartbreaking to hear her story but at the same time all very interesting.
Behaviorism
Linguistics have defined this theory of learning as language acquistion comes to us through observation and imitation. In other words, children hear what others are saying around them, then imitate those words, sounds, and sometimes actions.
For example, many people always say that you must not say certain words around small children, for they will pick them up and then use them in public without actually understanding the degree to which these words affect our social world. That means no cuss words.
I can't say for sure whether or not I entirely agree with the behaviorist theory. I understand that a lot of language acquistion is through what our parents teach us and through observation and listening. But what accounts for error correction, and being able to decipher if a sentence has be stated grammatically correct or not? Is it because we have heard people talking correctly (because not all people do), or is it for some other reason?
Noam Chomsky: The innatist perspective
Noam Chomsky believed that, in order to acquire language, it simply had to be available, and the rest would be taken care of. Before I get too far into describing it, I would just like to pose a question. Isn't that sort of the same thing as behaviorism? Behaviorism requires that there are people around nurturing the child's language. Doesn't this sort of fall under the same umbrella?
Chomsky came up with the notion of Universal Grammar. The chapter did not go very in depth, but from what I can gather is that we, as human beings, have the capacity to learn every language out there; we simply have to access it. Simple? Not so much.
The Critical Hypothesis Period
Researchers have hypothesized that we must acquire language before a certain period in our life, otherwise it will be hardly attainable. I happen to agree with this statement. From what I know, especially the story of Genie, I can see that human interaction is both crucial and necessary. While she was able to learn more aobut language, she never fully developed to her maximum capabilities. It's heartbreaking to hear her story but at the same time all very interesting.
Monday, January 17, 2011
Entry #1
First of all, I would just like to say, isn't language amazing? I just find it fascinating how we acquire it and are able to express ourselves in ways that others can understand us, but then, at the same time, we are not able to understand others because they have their own language. I look forward to learning more about the ways that we acquire language (as in Chomsky's Theory), because it certainly does puzzle me.
I'm glad the book gave us an overview of definitions of concepts and introduced us to what we would be learning about. I was unaware that 'secondary' and 'foreign' languages were two different things, and found their definitions to be useful, especially since I am going to be a Spanish teacher. As I continued reading the chapters and the article, I thought of a family I had met before, and how this pertains to them. The mother moved to the United States from Germany in her mid 20's, met her husband (an American) who learned German and now speaks it fluently, and had 3 children. All 3 children are fluent in both English and German, but also Spanish because they grew up in a very Hispanic neighborhood. The girls were very easily able to pick up the languages, because they all learned them during that critical period when their brains were like sponges. However, it was clearly more difficult for the dad to adopt an L2. This raised another question in my mind -- which would be the dominant language for the girls? Has the mother's linguistical process changed at all after being in the United States for 25 years? And finally, would you teacher a 30 year old man the same way you would teach a 12 year an L2?
I'm glad the book gave us an overview of definitions of concepts and introduced us to what we would be learning about. I was unaware that 'secondary' and 'foreign' languages were two different things, and found their definitions to be useful, especially since I am going to be a Spanish teacher. As I continued reading the chapters and the article, I thought of a family I had met before, and how this pertains to them. The mother moved to the United States from Germany in her mid 20's, met her husband (an American) who learned German and now speaks it fluently, and had 3 children. All 3 children are fluent in both English and German, but also Spanish because they grew up in a very Hispanic neighborhood. The girls were very easily able to pick up the languages, because they all learned them during that critical period when their brains were like sponges. However, it was clearly more difficult for the dad to adopt an L2. This raised another question in my mind -- which would be the dominant language for the girls? Has the mother's linguistical process changed at all after being in the United States for 25 years? And finally, would you teacher a 30 year old man the same way you would teach a 12 year an L2?
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