Discuss the role of emotional language in your L1 and L2. Which language is emotionally richer? As your learners acquire (participate?) in their new speech communities do you see a change in their emotional language behavior. Reflect on the notion of (re)construction of self in your own L2 or L3 learning experiences.
After I thought about it, I think that emotional language works just like “emotional intelligence.” According to Goleman (p. 109), the emotional mind is far quicker than the rational mind. If we are upset, happy, or sad, I think the first language will trigger faster because we tend not to think rationally when we are emotional. In addition, we are exposed to our first language first; therefore, we experienced emotions in that language. In my opinion, I think a first language is emotionally richer. Also, when we want to play the victim, since we have a richer vocabulary, we put more emotion.
As a Kindergarten teacher, I have noticed that my students try to explain things to me in English when they crying, but then switched back to Spanish. Although, this might be because they have not acquired the second language completely, nor BICS or CALPS, they feel more comfortable in their first language; which indeed is the language they experienced their first emotions in.
God knows that I am more dramatic in Spanish than in English when I am mad or sad. Hehe!
PoLo
Tuesday, June 26, 2007
Monday, June 25, 2007
Reflection 8
What is it going to be form-focused or communicative or a combination of both? Back up your thoughts with some of the studies in LS Ch. 6
All students are different; therefore, students learn differently. “Reflective classrooms” must implement both methods, the form-focused and the communicative language teaching combined. As reflective teachers, we must implement the best approach according to our students needs.
According to Lightbown (2000), the communicative language instruction in general can indeed increase learners’ levels of attainment (p. 279). In my opinion, I will implement both approaches; however, I feel that the communicative language approach is more of my kind of teaching; it’s interactive, student based, task based, real-world and meaningful experiences. On the other hand, according to Williams (2005), the effectiveness of form-focused instruction raises more questions than answers (p. 278).
PoLo
All students are different; therefore, students learn differently. “Reflective classrooms” must implement both methods, the form-focused and the communicative language teaching combined. As reflective teachers, we must implement the best approach according to our students needs.
According to Lightbown (2000), the communicative language instruction in general can indeed increase learners’ levels of attainment (p. 279). In my opinion, I will implement both approaches; however, I feel that the communicative language approach is more of my kind of teaching; it’s interactive, student based, task based, real-world and meaningful experiences. On the other hand, according to Williams (2005), the effectiveness of form-focused instruction raises more questions than answers (p. 278).
PoLo
Sunday, June 17, 2007
Reflection 7
From your experience, what are some of the affective factors that you encounter in your classrooms? How do they interfere in learning? How do lower the affective filter? Many of you work with children. What are some of the issues concerning motivation with children? How do address motivation in the classroom? Can you motivate them or does motivation come from within?
The only affective factor that I have encountered in my classroom has to do with attitude.
The attitude a student brings to the classroom will affect their learning. If the student brings a pessimistic attitude, his/her learning will be limited. This was the case of one of my best students (Gifted and Talented student mentioned below). Although, she is good at everything, just because of her “pantalones,” she would not perform well. When I instructed her to do something, she would say no to me at all times. Little did I know her family was the enabler to her stubbornness? Her mother was using “extrinsic rewards” to have her do things at home.
Motivation is a vital component in a classroom. Some teachers opt for extrinsic motivation. Extrinsic motivation rewards come from outside such a as money, prizes, grades, etc. (p. 172). Reflective teachers choose intrinsic motivation over extrinsic motivation. Intrinsic motivation comes from within; the only reward is competence and self-determination (p.172). As a Kindergarten teacher, I teach my students to be proud of their accomplishments. I praise them constantly. I show them my excitement when they do well. Of course for kindergarteners, the most valuable reward is to make their teachers happy. We are the core of their lives at this age. Thus, it is imperative that we not over implement extrinsic rewards. At this early stage of their lives, children are sponges; they absorb everything. We must not encourage a behavior that later might affect them in real life situations. If extrinsic motivation is constant in our classroom, students will expect a reward (prize or money) in order to perform well.
I had an extraordinary year, out of twenty-two students, even were identified Gifted and Talented (GT). The only student that did not make it would not answer her GT exams. I know she is GT. When I approached her mother and explained the situation her answer shocked me. She said that is the way she is at home. I have to pay her to do things. I paid her $10.00 to dance in the 5 de Mayo Celebration. Isn’t this sad? In my opinion, this kid is up for a “reality check” at a later time in her life. The excessive and misused of extrinsic motivation will cause a negative impact on any person.
The only affective factor that I have encountered in my classroom has to do with attitude.
The attitude a student brings to the classroom will affect their learning. If the student brings a pessimistic attitude, his/her learning will be limited. This was the case of one of my best students (Gifted and Talented student mentioned below). Although, she is good at everything, just because of her “pantalones,” she would not perform well. When I instructed her to do something, she would say no to me at all times. Little did I know her family was the enabler to her stubbornness? Her mother was using “extrinsic rewards” to have her do things at home.
Motivation is a vital component in a classroom. Some teachers opt for extrinsic motivation. Extrinsic motivation rewards come from outside such a as money, prizes, grades, etc. (p. 172). Reflective teachers choose intrinsic motivation over extrinsic motivation. Intrinsic motivation comes from within; the only reward is competence and self-determination (p.172). As a Kindergarten teacher, I teach my students to be proud of their accomplishments. I praise them constantly. I show them my excitement when they do well. Of course for kindergarteners, the most valuable reward is to make their teachers happy. We are the core of their lives at this age. Thus, it is imperative that we not over implement extrinsic rewards. At this early stage of their lives, children are sponges; they absorb everything. We must not encourage a behavior that later might affect them in real life situations. If extrinsic motivation is constant in our classroom, students will expect a reward (prize or money) in order to perform well.
I had an extraordinary year, out of twenty-two students, even were identified Gifted and Talented (GT). The only student that did not make it would not answer her GT exams. I know she is GT. When I approached her mother and explained the situation her answer shocked me. She said that is the way she is at home. I have to pay her to do things. I paid her $10.00 to dance in the 5 de Mayo Celebration. Isn’t this sad? In my opinion, this kid is up for a “reality check” at a later time in her life. The excessive and misused of extrinsic motivation will cause a negative impact on any person.
Wednesday, June 13, 2007
Reflection 6
Re the Whorfian hypothesis: Are there concepts or ways of saying things in one of the languages that you speak that can not be said or expressed or the meaning changes in another of your languages? How do you address culture in your classrooms? Do you go beyond the "holiday" model of culture?
When I think of this question, False Cognates come to my mind. For example, carpet in English means a floor rug; when you translate it means “alfombra.” “Carpeta” in Spanish is a folder; thus, changing the meaning. If I used this in a sentence: The carpet is red. In Spanish is: “La alfombra roja.” If I say it in Spanish: “La carpeta roja;” in English it will be, “the red folder.” I hope this makes any sense. The example that Alfonso provided for us is also a common misconception: embarrassed = embarazada.
My classroom is culture. I have students from different SES, different regions of Mexico, etc.; therefore, holidays in a Kinder grade level in general are vital. This is due to the fact that we are introducing the “calendar concept” and how it woks. For a reflective teacher, “holidays” are the perfect path to strong cultural foundation. Every holiday turns into a thematic unit. This helps students to grasp meaning and the importance of holidays.
When I think of this question, False Cognates come to my mind. For example, carpet in English means a floor rug; when you translate it means “alfombra.” “Carpeta” in Spanish is a folder; thus, changing the meaning. If I used this in a sentence: The carpet is red. In Spanish is: “La alfombra roja.” If I say it in Spanish: “La carpeta roja;” in English it will be, “the red folder.” I hope this makes any sense. The example that Alfonso provided for us is also a common misconception: embarrassed = embarazada.
My classroom is culture. I have students from different SES, different regions of Mexico, etc.; therefore, holidays in a Kinder grade level in general are vital. This is due to the fact that we are introducing the “calendar concept” and how it woks. For a reflective teacher, “holidays” are the perfect path to strong cultural foundation. Every holiday turns into a thematic unit. This helps students to grasp meaning and the importance of holidays.
Tuesday, June 12, 2007
Reflection 5
What is CAH and what are the differences between it and CLI? How can some of the concepts talked about in the Chapter (Brown Ch. 9) be used in the classroom, e.g., error analysis, CLI, Stages of learner language development, fossilization.
Contrastive Analysis Hypothesis (CAH) states that the first (L1) is an obstacle in the acquisition of second language (L2) and by analyzing the two languages one may predict the difficulties a learner will have. On the contrary, Cross-linguistic Influence (CLI) implies the importance that the first language (L1) brings into an acquisition of a second language (L2) yet facilitates and interferes on both languages. The main difference is that CAH sees L1 as an obstacle while CLI emphasizes on the implementation of the L1.
Error analysis – As a Kinder teacher, my students write a journal daily. They write about whatever they want: a book they read, what they did the night before, supper, etc. They select their topic. My instruction is 90% Spanish and 10% English; therefore, my students’ English is not socially or academically suitable yet. They write implementing their Spanish phonics; which I accept. For instance, my best student wrote: “I guent two d Sea World wit mai mader.” What I love about his writing is that he used not only Spanish phonics, he also wrote Sea World, I and two correctly. I then replied to his journal with corrections. I wrote: “I am glad that you went to Sea World with your mother.” This is an excellent way to applying errors and correcting students without intimidation. I do not preoccupy with L2 errors at this grade level. On the other hand, I encourage them to write, even if they utilize their first language phonics. I am just glad that they are not going through a “silent period,” or refuse to learn English. I do agree that as they go to upper grades, the errors should be corrected in a more technical way and must not go unnoticed.
PoLo
Contrastive Analysis Hypothesis (CAH) states that the first (L1) is an obstacle in the acquisition of second language (L2) and by analyzing the two languages one may predict the difficulties a learner will have. On the contrary, Cross-linguistic Influence (CLI) implies the importance that the first language (L1) brings into an acquisition of a second language (L2) yet facilitates and interferes on both languages. The main difference is that CAH sees L1 as an obstacle while CLI emphasizes on the implementation of the L1.
Error analysis – As a Kinder teacher, my students write a journal daily. They write about whatever they want: a book they read, what they did the night before, supper, etc. They select their topic. My instruction is 90% Spanish and 10% English; therefore, my students’ English is not socially or academically suitable yet. They write implementing their Spanish phonics; which I accept. For instance, my best student wrote: “I guent two d Sea World wit mai mader.” What I love about his writing is that he used not only Spanish phonics, he also wrote Sea World, I and two correctly. I then replied to his journal with corrections. I wrote: “I am glad that you went to Sea World with your mother.” This is an excellent way to applying errors and correcting students without intimidation. I do not preoccupy with L2 errors at this grade level. On the other hand, I encourage them to write, even if they utilize their first language phonics. I am just glad that they are not going through a “silent period,” or refuse to learn English. I do agree that as they go to upper grades, the errors should be corrected in a more technical way and must not go unnoticed.
PoLo
Monday, June 11, 2007
Reflection 4
Why do you think that it is so difficult for researchers to agree on the CPH (Critical Age Hypothesis)? Give explicit examples from the readings. Also give examples from your own experience.
I suggest that it is difficult for researchers to agree on the CPH because they all suggest different or contradictory theories. Lenneberg and Diller suggest that is neurological. Krashen suggest that is motivational and attitude. Scovel’s (1969) idea suggested that the plasticity of the brain prior to puberty enables children to acquire not only their first language but also a second language, and that possibly it is the very accomplishment of lateralization that makes it difficult for people to be able to ever again to easily acquire fluent control of a second language, or at least to acquire it with authentic pronunciation (Guiora, 1972). Researchers suggest many different ideas; yet if I was to research CPH, I would probably suggest my own theory and will not correlate with this research.
I learned English fast. I came to the United States when I was 19; I assure that by then my brain had reached lateralization. I had no support from my high school teachers; yet I believe that practicing everyday made the acquisition successful. As a Bilingual Education teacher, I can see it with my students. They pick up BICS so fast and easy. Yet, their CALP is harder to gain and may take years to acquire.
I suggest that it is difficult for researchers to agree on the CPH because they all suggest different or contradictory theories. Lenneberg and Diller suggest that is neurological. Krashen suggest that is motivational and attitude. Scovel’s (1969) idea suggested that the plasticity of the brain prior to puberty enables children to acquire not only their first language but also a second language, and that possibly it is the very accomplishment of lateralization that makes it difficult for people to be able to ever again to easily acquire fluent control of a second language, or at least to acquire it with authentic pronunciation (Guiora, 1972). Researchers suggest many different ideas; yet if I was to research CPH, I would probably suggest my own theory and will not correlate with this research.
I learned English fast. I came to the United States when I was 19; I assure that by then my brain had reached lateralization. I had no support from my high school teachers; yet I believe that practicing everyday made the acquisition successful. As a Bilingual Education teacher, I can see it with my students. They pick up BICS so fast and easy. Yet, their CALP is harder to gain and may take years to acquire.
Friday, June 8, 2007
Reflection 3 Response
What is your learning style? Have you ever taken a learning style inventory? In your classrooms as teachers how have you or do you address the issue of learning styles? Finally discuss your experience with learners' beliefs about language, of either your students or their parents. How has it affected your teaching?
People have often told me that I am very intelligent. My response is always the same; “I am not smart, I just know the way I learn.” After reading about the different learning styles, I am unsure now. I believe that I learn by visualizing and by tactile; in order for me to produce I must see and touch. I have never taken a learning style inventory but I have noticed how I perform the best and it is by seeing and touching, and at times by interaction. In conclusion, I suggest that I am a combination of all learning styles.
I am a Bilingual Education teacher at Loma Park Elementary. I teach Kinder Bilingual and I have just completed my first year of teaching. We have a late exit program, 90% Spanish and 10% of ESL at the Kinder level. At the beginning my students’ parents were tentative about my instruction in Spanish but once I educated them about the way and success of Bilingual Education, I had no more concerns. I only had one “Parent Denial.” She explained that her parents experienced corporal punishment if they spoke Spanish at school; therefore, she did not want her daughter to go through the same horrid experiences. Although, I explained to her that times have changed, I can understand her decision. The fact that I educated my students’ parents about Bilingual Education made me more comfortable about my teaching. My students were successful.
PoLo
People have often told me that I am very intelligent. My response is always the same; “I am not smart, I just know the way I learn.” After reading about the different learning styles, I am unsure now. I believe that I learn by visualizing and by tactile; in order for me to produce I must see and touch. I have never taken a learning style inventory but I have noticed how I perform the best and it is by seeing and touching, and at times by interaction. In conclusion, I suggest that I am a combination of all learning styles.
I am a Bilingual Education teacher at Loma Park Elementary. I teach Kinder Bilingual and I have just completed my first year of teaching. We have a late exit program, 90% Spanish and 10% of ESL at the Kinder level. At the beginning my students’ parents were tentative about my instruction in Spanish but once I educated them about the way and success of Bilingual Education, I had no more concerns. I only had one “Parent Denial.” She explained that her parents experienced corporal punishment if they spoke Spanish at school; therefore, she did not want her daughter to go through the same horrid experiences. Although, I explained to her that times have changed, I can understand her decision. The fact that I educated my students’ parents about Bilingual Education made me more comfortable about my teaching. My students were successful.
PoLo
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