Discuss the role of emotional language in your L1 and L2. Which language is emotionally richer. As discussed yesterday my emotional language is usually L1 and sometimes L2 as well (just to add a dash of salt to the meal).
As your learners acquire (participate?) in their new speech communities do you see a change in their emotional language behavior. Some more than others, depending on how much they are participating in their target language environment, in what language they watch cartoon in, or informative TV, do they navigate in the English or Spanish realm on the Internet, who they play with at recess or after school, what music they listen.
Reflect on the notion of (re)construction of self in your own L2 or L3 learning experiences.I was really taken by this article for it steered awaqy from the third person to let us see a glimpse of reconstruction of their inner voices. Before I started reading I had thought it would not apply to me because I'm not a reknown author or scholar, or I learned both languages at a young age. I didn't have to change my name. Neverthess, through all my childhood I had the feeling of displacement. Where do I really fit? US or Nicaragua? By 18 I had to decided between the two citizenships. I rejected US citizenship, opt for Nicaraguan one. Father had died when I was 11, I was already in a Nicaraguan university and did NOT see myself linked to this country anymore. Being bilingual opened doors, allowed me to mingle with foreigners and help me land a great job. By 30, when I married a US Marine and came to the US to reside I again was faced with the who am I? In San Diego I felt at home, in Japan we were ALL foreigners but in San Antonio, after 10 years I'm still not at home. Im legitimate but marginal. I stay here because I can afford a home but don't feel fully accepted. I'm thinkink that this ESL masters will take me where I finally recover my BILINGUAL inner speech. Like Pavlenko I too feel a double displacement. The article mentions that WE control our own behavior. Maybe its MY time to shape my human cognitive capacity.
Tuesday, June 26, 2007
Friday, June 22, 2007
Reflection 7
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.
Well, by now, I have validated my teaching style in the particular First Grade Late-exit Bilingual Program. It includes both. Children as well as adults thrive in a safe envirorment, conducive to learning, exposure to a variety of vocabulary and structures of their interest, where L1 knowledge is welcomed for the learning of the second language and error are NOT constantly interrupting communication, instead attending to modified input, where students students observe or participate in many different types of language events, become active participants of their own learning. The communicative instructional setting is optimal for me. This is because in the schedule I only have a limited time (45 min./day) to address ESL even though I sneak it in as much as I can during other class periods and I am the main proficient speaker they are in contact with in addition to Music and P.E. Nevertheless, they too are bilingual and make constant language accomodations for my students. There is little pressure to perform and the emphasis is comprehension.
Looking at the text samples of Structure-based and communicative I fit myself, once again, in the communicative classroom.On pages 124-5 I can't say that I dislike either they are both activities that get the students engaged and thinking about, experimenting language and meaning. In relation to questions in the classroom they should be relevant or as the text calls it referential, open-ended, provide ample wait-time, and scaffoling for comprehension rather than form, but also considering the objective of the lesson (p.131). I was sad to read Study 10, where the ESL were isolated by mistakenly placing them close to the teacher instead of amongst other more proficient L2 or helpful L1s. (p. 134).
Well, by now, I have validated my teaching style in the particular First Grade Late-exit Bilingual Program. It includes both. Children as well as adults thrive in a safe envirorment, conducive to learning, exposure to a variety of vocabulary and structures of their interest, where L1 knowledge is welcomed for the learning of the second language and error are NOT constantly interrupting communication, instead attending to modified input, where students students observe or participate in many different types of language events, become active participants of their own learning. The communicative instructional setting is optimal for me. This is because in the schedule I only have a limited time (45 min./day) to address ESL even though I sneak it in as much as I can during other class periods and I am the main proficient speaker they are in contact with in addition to Music and P.E. Nevertheless, they too are bilingual and make constant language accomodations for my students. There is little pressure to perform and the emphasis is comprehension.
Looking at the text samples of Structure-based and communicative I fit myself, once again, in the communicative classroom.On pages 124-5 I can't say that I dislike either they are both activities that get the students engaged and thinking about, experimenting language and meaning. In relation to questions in the classroom they should be relevant or as the text calls it referential, open-ended, provide ample wait-time, and scaffoling for comprehension rather than form, but also considering the objective of the lesson (p.131). I was sad to read Study 10, where the ESL were isolated by mistakenly placing them close to the teacher instead of amongst other more proficient L2 or helpful L1s. (p. 134).
Friday, June 15, 2007
Reflection # 7
From your experience, what are some of the affective factors that you encounter in your classrooms?
The affective factors that are usually explicitly addressed in my classroom on the first day of school are self-esteem, WTC, empathy, and anxiety. During the first week when necessary or appropiate I deal with inhibition, risk taking, introversion or extroversion.
How do they interfere in learning?
When children have problems at home, has not eaten or are not getting their basic needs met at home, then they can't perform well. If they are to worried about what other think about them they either misbehave to grab attention or become non-risk takers. If they are constantly "chatting" with the neighbor, they miss instruction and disrrupt all those around them. When they are too anxious about their ability to turn in a finished product they are too overwhelmed to even pay attention to initial instructions about an activity.
How do lower the affective filter?
This task starts on the very first day of class, at the door by greeting each and every one of them and their parents. Their name plates are usually available at desk they take them and sit where they want. (Lower anxiety increase "sense of belonging.
The "rules" for their class are interactively written after a guided discussion of how do they expect to be treated and what they expect from the teacher. This contract is signed by each child.
Only then can I validate MY rules and expectations, which usually will include "The success of your classroom is the success of each and everyone of you. All children learn at different rates and we will support each other." Conflict resolution strategies are thouroughly explained, modeled and acted-out. There will be no argument over, erasers, pencils, scissors, etc, because they now belong to the the class, to everyone.
The first week consists of activities where children explore similarities, likes and dislikes, share feelings, culture, family make-up. If they: know the parameters where they can operate, they begin to take a look with-in themselves and learn to accept others because there are more commonalities amongst humans beings, than differences; then we have succeded in establishing a safe and caring environment where they flourish with ease knowing that their will always be a helping hand.
Many of you work with children. What are some of the issues concerning motivation with children?
A teacher must always be alert, think quickly, if an activity that I put so much time into preparing is NOT working. I need put it aside, and try to do it another way or even another day with needed changes or adaptations. Activities MUST be appealling to all kinds of learners: visual, kinestetic, and auditory. They should also be MEANINGFUL in order to get them fully vested.
How do you address motivation in the classroom?
When it comes to motivation or lack there of, I usually find it better to stop, take a step back, and ask myself, what am I doing that is making that child misbehave, what is happening around them that might have triggered a deterrance from the expected situation, and lastly have them stop to analyze the antecedent. That was in reference to their behavior, when it comes to academic, children are usually willing to participate. because our lessons are designed for them to learn through games, songs, write and share in front of the class with the microfone even if they can't read what they wrote they can tell us what they "intended" to write, or group activities. Can you motivate them or does motivation come from within? I learned from experience that if you use extrinsic motivation just to hook them into an activity, you must quickly wheen-them-out, because then it becomes a behavior disrrupter, they ALL want it ALL the time. Therefore, I really stay-away from it. I rather stick to intrinsic. I explain or have them think of how doing or learning something might help or benefit them in immediate or distant future. I really pound into them my exepectation, that they are and will be succesfull members of our society and the inmense world they live in.
The affective factors that are usually explicitly addressed in my classroom on the first day of school are self-esteem, WTC, empathy, and anxiety. During the first week when necessary or appropiate I deal with inhibition, risk taking, introversion or extroversion.
How do they interfere in learning?
When children have problems at home, has not eaten or are not getting their basic needs met at home, then they can't perform well. If they are to worried about what other think about them they either misbehave to grab attention or become non-risk takers. If they are constantly "chatting" with the neighbor, they miss instruction and disrrupt all those around them. When they are too anxious about their ability to turn in a finished product they are too overwhelmed to even pay attention to initial instructions about an activity.
How do lower the affective filter?
This task starts on the very first day of class, at the door by greeting each and every one of them and their parents. Their name plates are usually available at desk they take them and sit where they want. (Lower anxiety increase "sense of belonging.
The "rules" for their class are interactively written after a guided discussion of how do they expect to be treated and what they expect from the teacher. This contract is signed by each child.
Only then can I validate MY rules and expectations, which usually will include "The success of your classroom is the success of each and everyone of you. All children learn at different rates and we will support each other." Conflict resolution strategies are thouroughly explained, modeled and acted-out. There will be no argument over, erasers, pencils, scissors, etc, because they now belong to the the class, to everyone.
The first week consists of activities where children explore similarities, likes and dislikes, share feelings, culture, family make-up. If they: know the parameters where they can operate, they begin to take a look with-in themselves and learn to accept others because there are more commonalities amongst humans beings, than differences; then we have succeded in establishing a safe and caring environment where they flourish with ease knowing that their will always be a helping hand.
Many of you work with children. What are some of the issues concerning motivation with children?
A teacher must always be alert, think quickly, if an activity that I put so much time into preparing is NOT working. I need put it aside, and try to do it another way or even another day with needed changes or adaptations. Activities MUST be appealling to all kinds of learners: visual, kinestetic, and auditory. They should also be MEANINGFUL in order to get them fully vested.
How do you address motivation in the classroom?
When it comes to motivation or lack there of, I usually find it better to stop, take a step back, and ask myself, what am I doing that is making that child misbehave, what is happening around them that might have triggered a deterrance from the expected situation, and lastly have them stop to analyze the antecedent. That was in reference to their behavior, when it comes to academic, children are usually willing to participate. because our lessons are designed for them to learn through games, songs, write and share in front of the class with the microfone even if they can't read what they wrote they can tell us what they "intended" to write, or group activities. Can you motivate them or does motivation come from within? I learned from experience that if you use extrinsic motivation just to hook them into an activity, you must quickly wheen-them-out, because then it becomes a behavior disrrupter, they ALL want it ALL the time. Therefore, I really stay-away from it. I rather stick to intrinsic. I explain or have them think of how doing or learning something might help or benefit them in immediate or distant future. I really pound into them my exepectation, that they are and will be succesfull members of our society and the inmense world they live in.
Thursday, June 14, 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? The Whorfian Hypothesis, Brown refers to Whardhaugh (1976, p. 74) "it appears possible to talk about anything in any language provided the speaker is willing to use some degree of circumlocution" later Whardhaugh continues: "If such is the case, every natural language must be an extremely rich system which readily allows speakers to overcome any predisposition that exists." Brown states: We also recognize that through both languages and culture, some universal property binds all together in one world" which answers the original question: Does language reflect the worldview or does language shape the world view.
So its both, the human being changes, his ways of communication also change. These changes will in turn affect new learners, other human beings around them.
When the Spanish came to this continent they discovered a great number of objects, foods, and customs they had never seen before. Therefore they incoporated it as part of their language. Hence the word "maiz". Idioms are other examplems of historically or event embedded terms that might only make sense to some and would need extensive explinations for second language learners.
Needless to say, I need explanations from my 19 year-old son when listening to his Hip-hop, Rock, or even Soul lyrics, the modern lingo is totaaly foreing.
Likewise, the first time I was amonst Mexican speaking males, addressing each other as "buey", I asked myself, why are they calling themselves OX, are they castrated, are they hard working animals? In English they call each other "dogs", another animal. I guess its because of this animals particular habits towards the female!
How do you address culture in your classrooms? Do you go beyond the "holiday" model of culture? Definitely, the spirit I try to create is that of we are part of a huge world, which transcends, the neighborhood, and the country. I want to give them the GLOBAL view. It starts from the morning greeting. I greet them in different languages as best as I can, show them on the map where we would use these terms. Anytime we have an author and we find out their place of origin or residence we look for it in our maps and later make connections about distance, experiences due to climate, flora fauna,. etc. I try to teach Celebration Origins even if others tell me they are too young, and relate them to similar celebrations in their own culture. Therefore, for example when Holloween time comes along, we make an "altar" and explain to their parents its NOT wittchcraft, its of Aztec origin, part of their heritage, and also send a internet- generated handout about both origins: "ALL Hollows EVE" and "Día de los muertos". In addition I usually try to address the Winter Soltice and have them finally compare and contrast these traditions. I do Winter Celebrations instead of just "Christmas Around the World". We talk about Giftbearers, not JUST Santa Clause or the Three Kings.
So its both, the human being changes, his ways of communication also change. These changes will in turn affect new learners, other human beings around them.
When the Spanish came to this continent they discovered a great number of objects, foods, and customs they had never seen before. Therefore they incoporated it as part of their language. Hence the word "maiz". Idioms are other examplems of historically or event embedded terms that might only make sense to some and would need extensive explinations for second language learners.
Needless to say, I need explanations from my 19 year-old son when listening to his Hip-hop, Rock, or even Soul lyrics, the modern lingo is totaaly foreing.
Likewise, the first time I was amonst Mexican speaking males, addressing each other as "buey", I asked myself, why are they calling themselves OX, are they castrated, are they hard working animals? In English they call each other "dogs", another animal. I guess its because of this animals particular habits towards the female!
How do you address culture in your classrooms? Do you go beyond the "holiday" model of culture? Definitely, the spirit I try to create is that of we are part of a huge world, which transcends, the neighborhood, and the country. I want to give them the GLOBAL view. It starts from the morning greeting. I greet them in different languages as best as I can, show them on the map where we would use these terms. Anytime we have an author and we find out their place of origin or residence we look for it in our maps and later make connections about distance, experiences due to climate, flora fauna,. etc. I try to teach Celebration Origins even if others tell me they are too young, and relate them to similar celebrations in their own culture. Therefore, for example when Holloween time comes along, we make an "altar" and explain to their parents its NOT wittchcraft, its of Aztec origin, part of their heritage, and also send a internet- generated handout about both origins: "ALL Hollows EVE" and "Día de los muertos". In addition I usually try to address the Winter Soltice and have them finally compare and contrast these traditions. I do Winter Celebrations instead of just "Christmas Around the World". We talk about Giftbearers, not JUST Santa Clause or the Three Kings.
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 Chpater (Brown ch 9) be used in the classroom, e.g., error analysis, CLI, Stages of learner language development, fossilization.
CAH stands for Contrastive Analysis Hypothesis, claims that the principle barrier to L2 is L1 interference and that scientitfic analysis of both will will allow us to PREDICT problems the learner will face. On the other hand CLI, which means Cross-linguistic influence, is a concept that replaced CAH by recognizing that L1 is definitely important, but gives more weight to the facilitating and interfering effects both languages had on EACH OTHER. As stated in Brown, p. 254, "Sheen (1996) found , for example, that ... overt attention to targeted systactic contrasts beteen Arabic and English reduced error rate." Nevertheless a middle ground is always recomended.
All these concepts play and important role in the teaching of ESL. One must, observe their students, determine which is or are the problems they are facing, and aide them to overcome them a few at a time. If the child is in the initial stages try to take them to the next, if they are exhibiting "fossilization", when they are constantly including incorrect linguistic forms, and you suddenly realize it. Refrain from positive affective feedback on the fossilized terms. You bring it to their attention, cognitive feedback, and try to remedy that particular problem through metacognition.
CAH stands for Contrastive Analysis Hypothesis, claims that the principle barrier to L2 is L1 interference and that scientitfic analysis of both will will allow us to PREDICT problems the learner will face. On the other hand CLI, which means Cross-linguistic influence, is a concept that replaced CAH by recognizing that L1 is definitely important, but gives more weight to the facilitating and interfering effects both languages had on EACH OTHER. As stated in Brown, p. 254, "Sheen (1996) found , for example, that ... overt attention to targeted systactic contrasts beteen Arabic and English reduced error rate." Nevertheless a middle ground is always recomended.
All these concepts play and important role in the teaching of ESL. One must, observe their students, determine which is or are the problems they are facing, and aide them to overcome them a few at a time. If the child is in the initial stages try to take them to the next, if they are exhibiting "fossilization", when they are constantly including incorrect linguistic forms, and you suddenly realize it. Refrain from positive affective feedback on the fossilized terms. You bring it to their attention, cognitive feedback, and try to remedy that particular problem through metacognition.
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. Due Monday, 6/11 before class.
Because we are navigating recently discovered territorries (neurobiology) and old ones like acculturation attitude and motivation. In addition there is such wide range of characteristics or elements that compose "language" (phonetics, morphology, syntax, etc.).
For example, in what pertains specifically to phonetics and phonology, according to the Singleton article on p. 271, expresses the debate over "latiralization" and the completion points. From what I understand, Molfese in 1977 claimed some of the lower-level phonetic and phonological characters of these funtions could be completed in the FIRST year of a child's life. Confirmed by Ruben's 1997 review of children temporarily loosing hearing in the first year, demonstrated less verbal memory and phonetic perception. While Seliger in 1978 argues that this could happen as late as the puebesic stage.
I agree that earlier is better. I was exposed to conversational and cultural French experiences in the 5th or 6th grade . I feel that helped me greatly helped when I took formal French in the 12th grade. The background knowledge was already there. All those 12th graders that had been exposed to other languages (German, French, Portuguese) at an early age performed better in that class.
Because we are navigating recently discovered territorries (neurobiology) and old ones like acculturation attitude and motivation. In addition there is such wide range of characteristics or elements that compose "language" (phonetics, morphology, syntax, etc.).
For example, in what pertains specifically to phonetics and phonology, according to the Singleton article on p. 271, expresses the debate over "latiralization" and the completion points. From what I understand, Molfese in 1977 claimed some of the lower-level phonetic and phonological characters of these funtions could be completed in the FIRST year of a child's life. Confirmed by Ruben's 1997 review of children temporarily loosing hearing in the first year, demonstrated less verbal memory and phonetic perception. While Seliger in 1978 argues that this could happen as late as the puebesic stage.
I agree that earlier is better. I was exposed to conversational and cultural French experiences in the 5th or 6th grade . I feel that helped me greatly helped when I took formal French in the 12th grade. The background knowledge was already there. All those 12th graders that had been exposed to other languages (German, French, Portuguese) at an early age performed better in that class.
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