R-A Chpt 2: The Classroom as Environment for Language Acquisition

This chapter talks first talks about the similarities and differences between L1 and L2 acquisition, and that the similarities lie mostly in the process of acquisition. A few models were also introduced to help explain how the process of SLA plays out in the classroom. The two best known models are Krashen's Monitor model and the Variable Competence model. I personally lean more towards Ellis's Variable Competence model, because although comprehensible input is very important, I don't feel as though it is enough in order to progress in the language. I feel as though interaction helps lead the student on to the next level, where instead of just listening for comprehension, they will have to actively participate in the conversation as well.

R-A Chpt 1 From Grammatical to Communicative Approaches

This chapter discussed several different methodologies(which until recently have been dominated by grammar based methods) used over time for language teaching and devotes a section to the contributions of Chomsky to the field of language acquisition. His major theory was that some aspects of language are innate, and that everyone has a Langauge Acquisition Device which he likened to a sort of computer, and that computer would set itself to the appropriate language setting in which a child is born.
I find the idea of Universal Grammar to be very interesting, especially when they talk about how the brain is able to reset parameters in order to accomodate a second language.

R-A Introduction

The introductory section talks about the two sources from which the book draws. The first is second language acquisition theory and the second is critical pedagogy, or the idea that students should not be seen as empty heads waiting to be filled with ideas from the teacher, but rather as beings capable of taking on an active role in their own learning. The author extends this idea of critical pedagogy to teacher education students and advocates a participatory teacher education, where students are encoraged to reflect on what they are learning. When I wrote an essay last year about ESL instruction, I remember reading that in years past non native speakers were looked down upon in the teaching field, so that helps me understand the author's need for addressing the issue in the introduction.

VanPatten reading: 2nd half

The second half of this book focused on the role of output in SLA as well as answered some FAQs about SLA and discussed the Five implications for teaching a second language. I think that it is important that VanPatten stresses that not just any language can be considered output; only language with communicative intent can be output. I also liked the example he used with parrots to illustrate his point. The five implications for teaching are:
1) the more input the better
2)the more interaction the better
3)all learner production should be meaning-based/communicative
4) focus on form should be meaning-based and
5) we should watch out for what we expect of learners.
I feel as though the last one is quite important in regards to the attitude students develop towards learning a second language, if the teacher expects more from a student that they are able to produce, they may become frustrated and their motivation for further learning may be affected.

Shrum & Glisan: Storybased grammar

This chapter focused on the importance of implicitly presenting grammar through meaningful contexts, such as a story. The PACE model is introduced as one way of doing this. The first part of this method is Presentation, where the teacher highlights/foreshadows an aspect of grammar through the use of a story, song, etc. Then the teacher focuses the students Attention on some aspect of the language and through multiple passes, guides the student to focus on that one aspect. Co-Construct is when after meaning and comprehension is acheived, both students and teachers co-construct and explanation of the form in question. Lastly, an Extension activity is done, that requires the students to use their new skill, but in an interesting matter that is connected to the overall them of the lesson--- verb conjugation drills and fill in the blank worksheets are NOT acceptable extension activities! I think that this method of teaching is going to be a struggle for me, as it is totally not what I think of when I think about lower level foreign language classrooms. However I feel that it will be very worthwhile, because I was taught French in high school in a very explicit manner, which is probably why I cannot remember much today.

Weyers: Effect of authentic video....

The author of this report did a study to see whether or not exposure to authentic video in the target language(in this case a Spanish telenovela) would enhance students' oral output. The results of the experiment showed that the class who watched the novelas had significantly better listening comprehension skills and also scored higher on some components of oral speech such as speaker confidence and the scope and breadth of response. I really enjoyed this article. I actually started learning Spanish myself through listening to my husband's CDs and watching the telenovelas every night with his family. I think its great that there are research studies out there that confirm the use of telenovelas as a useful tool in teaching the language!

Winitz: Grammaticality judgement....

This article discussed a study that was done that researched the differences between implicit and explicit grammar instruction and the outcomes of each in regards to the students' abilities to judge the grammaticality of sentences. Their findings show that the group who received 6 weeks of implicit instruction scored higher on the grammaticality judgement test, however there wasn't a substancial difference between the groups on the regular end of course exam. I thought their comment about the effect implicit instruction had on students' motivation to learn a FL was interesting, and makes sense to me. I think that I would feel as though I was learning a lot more of the language if the teacher was constantly speaking in the target language, rather than just learning grammar rules and then doing practice exercise, which would motivate me to want to learn more.

Erten & Tekin: Sematnic related vs unrelated teaching sets

This journal article discussed a study that was done on how vocabulary is learned. This particular study taught 4 different sets of English vocab (2 sets semantically related, the other 2 unreleated) to a group of 4th graders in Turkey. Although there is a common belief (especially among text book authors) that vocabulary is best learned through presenting them in semantically related sets, this belief is not backed up by research. In addition, this study found that the students actually learned the unreleated sets better and were able to complete the tests quicker. I was surpised by the findings of this article. I also thought that learning words in related groups would facilitate learning. However, the idea about cross association and how it can hinder the learning process makes absolute sense. I'm still not exactly sure about the difference between semantic and thematic sets, however.

Curtain & Dahlberg: pgs. 39-54

This chapter talked about the foreign language standard 1.1, which is person to person communication. They stressed the importance of providing the students with a working vocabulary that would facilitate two sided conversations. Some of the methods/activities they suggested were TPR, TPRS(storytelling), and language ladders, among others.

I really liked the idea of using the Gouin series of teaching vocabulary/functional chunks and turning it into a cultural lesson as well. The Columbus series they showed not only includes Spanish culture but depending on the grade it could also be relevant to what they are learning in social studies. I also like how the book includes examples of these activities so that I can get a better idea of what they are talking about.

Curtain & Dahlberg: Chpt 1

This chapter focused the characteristics of young learners, such as cognitive characteristics, learning styles and developmental characteristics. The selection also talked about certain classroom conditions and factors affecting second language acquisition such as meaningful and interesting input and the nature of, and time allotted for instruction.

While I found the section on "Classroom Considerations" to be interesting, I felt as though much of what these experienced teachers were saying wouldn't apply to many foreign language programs. It seemed as though they taught in schools where foreign language programs began in kindergarten and were continued throughout. Most primary schools that I have been in are lucky to get foreign language programs at all. When I went to school, we weren't introduced to foreign language until 7th grade.

Curtain & Dahlberg: Introduction, etc

The introduction dealt with how methods of teaching foreign language have evolved overtime and how there has been a shift of emphasis from grammar to communication. The authors stress that communication will be the organizing principle of this book. They then give us key concepts of how K-8 learners learn languages best, and the standards for foreign language learning which are based on the 5 Cs: Communication, Cultures, Connections, Comparisons and Communities.

I personally have a difficult time grasping the idea of a foreign language classroom that is not organized around learning grammar. I agree that communication should be the most imporant aspect(as that is what learning a new language is for---to be able to communicate with speakers of that language) but my high school french classes focused a lot on grammar and grammar tests.

R-A Chpt 8 Physical Involvement

This reading talked about Asher's Total Physical Response(TPR) approach to teaching language. This method allows students to first listen and follow the commands of their teacher in the target language before they are required to produce the language themselves. This models how young babies/children learn their first language as they are able to show their comprehension first through pointing and other physical activities before they progress to speaking. Another method called the audio-motor unit is similiar except that the spoken language giving the commands, etc is a tape recording of a native speaker. This chapter also mentioned the importance of lessons that focus on meaning rather than grammar.

I think that this method is definitely a great way to get the class involved and a way for everyone to participate without the anxiety of being called out to repeat words they may be uneasy about pronouncing. However I feel that it definitely needs to be supplemented with other methods, as the text describes, as it would be hard to deliver meaning of abstract concepts through TPR alone.

VanPatten reading: Intro-p.55

The into to this book, talked about SLA research and how often the research done doesn't always provide answers to the questions teachers ask about second language instruction. He also introduces the purpose/layout of the book which is meant to introduce/explain SLA research in a concise format that is easily read by non experts in the field. This is something I can definitely appreciate. The rest of the selection discusses the "5 givens" of SLA, which are that SLA:
1. Involves the creation of an implicit system
2. Is complex and consists of different processes
3. Is dynamic but slow
4. Most learners will never achieve native-like competence
5. There is a difference between acquisition of an implicit system and acquisition of skill
The importance of input(language that learners hear/read and process for meaning) in the acquisition of a second language was also discussed.
One thing that surprised me in this text was they said that the context in which you learn a second language doesn't make a difference. I personally don't agree with this, as I would think a person learning a language in the second language context would learn the language faster since they are surrounded by the language both in and outside of the classroom. But perhaps he was referring to the process of learning, and that this process is the same for both contexts and wasn't talking about speed or ease.