Learning an entire new language can
be difficult for anyone. Now image being the younge age of five to ten years
old trying to learn a new language. ELL students dont have easy days at school.
Something that can make their day slightly easier depends on the teacher. “…studies
in second language acquisition have made language teachers and curriculum
designers aware that language learning consists of more than rule memorization”
(Second Language Acquisition, 2008, p. 22) Expecting students to memorize terms
of a language is not an efficient way for ESL students to succeed. My
interviewee mentions that by having visuals available students are able to make
these connections faster than memorization. This is one technique ESL teachers
could use to ensure their students are learning the content instead of
memorizing it.
One factor that I as a future
educator finds amazing, is the motivation ELL students have. According to Susan
M. Gass in the book Second Language
Acquisation, some ELL students are
not abe to get the L2 help they desire because thier parents only speak their
home language (Second Language Acquisition, 2008, p. 46). Despite that some students
do not get the L2 help at home, their motivation to learn the languge does not
go away. ELL students strive to learn their L2 so they can communicate with
their peers. This type of motivation is called intrinsic motivation. According
to Ortega (2013), “When individuals engage in behaviour that they understand as
self-initiated by choice and largely sustained by inherent enjoyment in the
activity (that is, as an end in itself, for the sheer sake of learning), they
are said to be intrinsically motivated” (p. 176).
English language learners deserve
the opportunity to enjoy learning English! ESL teachers must work hard for
great lessons so that studnets can learn without memorization in hope that English
language learning students with continue to be intrinsically motivated. Whether
these students are with an ESL teacher or their general education ESL teacher,
they should have the opportunity to practice learning English all throughout
the day.
Gass, Susan, M.
and Selinker, Larry. Second Language Acquisition. New York: Routledge, 2008.
Print.
Ortega, Lourdes.
Second Language Acquisition. London: Routledge, 2013. Print.
Rachel Barnes
ReplyDeleteI can see where your interviewees being bilingual is definitely a plus in education. When you are able to communicate with parents in their own language promotes a more positive atmosphere in the classroom for student learning. I, like you, believe that rote memorization does not promote learning of the new language or a first language. Rote memorization takes all the fun out of learning and the activities you refer to are much more effective because they engage the student in the learning process. Ortega feels this way, as well, when he says, “In addition to the reasons that cause people to want to learn an L2, attitudes towards the L2 and its speakers will contribute to increase or diminish L2 motivation,” (Ortega, 2011, p. 174). This applies both to making the learning process more fun and engaging and also to your teacher’s ability to communicate with parents in their native language.
Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2011. Print.
Hello Rachel,
ReplyDeleteI agree with you that memorizing and drilling vocabulary words over and over again is not beneficial when trying to learn a new language. I believe learning the new language in a more naturalistic environment amongst other peers is much more beneficial. Learning in a natural way results in a more permanent learning strategy. Ortega states “New L2 knowledge is stored in the mind and has to be accessed and retrieve every time it is needed for use in comprehension or production (Ortega, 2013, p. 83).” For students to be able to retrieve and comprehend their the new language they are learning, they must socialize in the new lanaguge and be surrounded by it daily. This way, the time it takes the student to retrieve and remember the new words gets less, and they will begin to remember the new words much quicker and speak more naturally and fluently.
Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2013. Print.
Hi Tori,
DeleteIm glad you agree that memorizing and drilling vocabulary is not a beneficial way to learn a second language. Instead of memorizing, studnets should be learning. In order to learn, students must practice the language. According to Ortega (2013), “…L2 learners (particularly instructed learners) begin with explanations explicitly presented by their teachers or in textbooks and, through practice, this knowledge can hopefully convert into ability for use, or implicit-procedural knowledge made up of automatic routines” (p.84-85). I like that statemnt by Ortega because it states how when we learn, then practice contnet, we are able to convert that into the ability to use the content.
Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2013. Print.
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ReplyDeleteHello Rachel,
ReplyDeleteI can really see how being bilingual can really benefit your interviewee as a teacher with ELL students. Also, memorizing and drilling in my opinion, is just not a great way to teach students because of lack of motivation that is often seen in the students. Ortega states "Motivation is usually understood to refer to the desire to initiate L2 learning and the effort employed to sustain it..." (Ortega, pg 168) In SLA, motivation can be a little different because it focuses more on what the student feels is motivation for them rather what the teacher can do to motivate the student. For example, the student can be motivated to speak more of the L2 with friends they feel more comfortable with rather than other friends and the teacher can notice this and group them more often with each other. Learning in this way can be a lot more beneficial than standard memorization and drilling.
Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2013. Print.
Hey Joseph,
DeleteI agree with you about motivation having such a positive effect on learning. Ortega states, “Motivation is usually understood to refer to the desire to initiate L2 learning and the effort employed to sustain it” (2013, p.168). When one has the motivational drive to learn the L2, the effort they put in and what they get out will be greater. Ortega mentions three aspects of motivation that help L2 learners. These include, effort, enjoyment, and investment. Attaining the desire to learn, motivation to learn and attitude to want to learn, an L2 learner will have a great learning experience. (2013, p.169-170).
Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2013. Print.
Rachel,
ReplyDeleteI believe that many ELLs struggle with curriculum as well. I believe it is because the curriculum is not tailored to an ELL or easily adapted for an ELL. I know that many of my ELL students in my placement struggle with it, and it is something that we try to work on them with too. I have also noticed that my ELLs also struggle with directions as well. I believe that just chunking directions for many students helps them more with directions so they will not be so confused. Lexicalization is another word that means chunking according to Ortega (Ortega, 2013). Rachel, I also believe that visuals are something that are key with ELLs. Many ELLs at my school have added visuals into their accommodations because it is something that is so universal because a picture is the same in all languages. I also believe that having time for ELLs to talk to their peers so that they can know how to act in certain situations is something that is overlooked. I like that the teacher you interviewed does turn and talks because it is something so simple that can help an ELL out a lot.
Jennifer,
DeleteYou mention chuncking as a strategy to help students with comprehension and not feeling extremely overwhelmed with a large amount of information. Ortega states, “Therefore, individuals who are adept at cognitive processes such as memory and chuncking are likely to have aptitude strengths in lexicalization stage of L2 learning” (Ortega, 2013, pg. 163). Like she mentions, this strategy helps with lexicalization, ultimately leaving students with positive results.
Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2013. Print.
Yes, chunking is something that I have seen used in many classrooms. We use chunking for many ELLs, and we also use chunking for students who have trouble with comprehension. I believe that chunking can help students not get so overwhelmed with what is being taught. I also believe that it does help our students get to positive results because they are not overwhelmed to the point where they may get frustrated.
Delete