Entry 4- Review of Class

Review of Class

            My understanding of the learning of a second or additional language has been broadened through this class. I, personally, had not realized how much research and thought had gone into learning how we learn language. Ortega cites many other researchers in the field of SLA. She recognizes that all research has been imperative in growing knowledge about second language acquisition. The field is relatively new, which contributes to some disagreement about different areas and ideas, including if there are critical and sensitive periods in learning, or how language is acquired. My ideas about learning a second language is in alignment with Ortega’s text.  I especially appreciated investigation in L2 motivation research. I found this part of the textbook to be most relevant to my future teaching career. My having a well-founded understanding of what motivates my ELLs and how I can accommodate to their intrinsic and extrinsic motivation will only help me to accelerate their learning of the L2. I intend to become ESL certified after becoming certified in teaching. At first, this was due to a need to be more hirable. After taking this class, I now recognize that the need for an understanding on how to better teach my ELLs is imperative to the advancement of all students in my classroom.

            This class will impact my professional practice in the future by having influenced how I interact with ELLs. Something as small as contextual distinctions between foreign, second, and heritage language learners is important for me to recognize as an educator (Ortega, 2013, p. 6). Learning a second language is a unique and personal journey that includes many varying factors. A young student may have only been speaking a second language for weeks. Others learn a new language at an older age. A student may struggle with a WTC due to suffering from anxiety or a lack of confidence. This must all be taken into account while teaching ELLs. My lessons must give support to these students.

            I think that changing how the content is assessed could be improved. One of the tests was extremely difficult, even having read the material. It felt like the questions were trying to trick me rather than assess my knowledge. I feel that having smaller quizzes over the material covered for the week may prepare students for what is expected on the tests. This is used in all of my other classes, and it seems beneficial for chunking knowledge instead of just one end-of-unit test.  

I believe that the blog is the main aspect of this class. I was able to communicate with other students in the class, just like in a face-to-face classroom. It was interesting to read others’ viewpoints. This kind of interaction allowed for me to not be able to interrupt during their end of the conversation and then be able to purposefully plan my reaction to their ideas. I appreciate having this kind of environment setup in my learning. I was also appreciative of having to cite sources, as this caused me to make connections to the text.   

Entry 3- Shelby Wolken

                                                      Interview With Shelby 


         The person I interviewed for this entry was Shelby Wolken. She has been teaching for nine years with an ESL certification. I felt that Shelby's input on Second Language Acquisition was beneficial since she has had experience with ESL students the entire time she has been teaching. I felt that most of her answers seemed to be in agreement with Ortega's findings in her text Understanding Second Language Acquisition. Chapter 7's title "Foreign Language Aptitude" delves into one of the constructs that is thoroughly researched. This construct is mostly cognitive, or how information is processed and learned, which is sometimes difficult to test among such diverse individuals. Most research in this area is done through well educated adults. This skews some of the information.
         I think that Shelby's knowledge may be more beneficial since it stems from children living in low SES, including Title I schools. These are students that may not have a chance in a formal education of the L2, but rather are immersed in the learning while learning other content areas. I agree with Shelby that this is probably the easiest way for students to learn, since their understanding of the vocabulary is directly tied to what they are learning. The pathways in their brains will have an easier time. But with that being said, some students have proven to be more apt to learning an L2. Ortega states, "When employing any of the various language aptitude tests available and correlating the resulting scores with proficiency levels, final course grades, or teacher ratings, researchers typically find correlations that fall in the range between r = 0.40 and r = 0.60" (Ortega, 2013, p. 145). This shows a strong correlation between an aptitude toward learning languages between varying individuals. Some seem to have "a knack" for learning a second language. Her students showed this to be correct. Does this mean that others can't learn a new language because of it? Absolutely not. It is important to take the second construct from chapter 8 from the text into mind: Motivation. This idea is probably the most important idea to keep in mind when looking at how a child acquires a new language. 
          Shelby states that motivation is crucial for how well a student will do in her classroom, especially if they are an ELL. They have to WANT to learn in order for them to be able to take what they are taught and process the information. Ortega put it best when she said, "Since humans are conscious and volitional creatures, in explaining perception, behaviour and learning we also need to account for human intentions, goals, plans and commitments" (Ortega, 2013, p. 168).
 can do what we can as educators to try to motivate a student with rewards and such, but it is completely necessary for them to have intrinsic motivation in order to fully acquire the language.

  

Entry 2- Interview with Leilani

          



                                                     Interview Of Leilani
      When I sat down to interview Leilani, I realized that there was so much about her background that I did not know. I had thought that Spanish had been her first language due to her heavy accent. It turns out that her upbringing in Los Angeles and her families’ culture had the heaviest affect on her. Her second language acquisition mainly rested on her mother’s teaching by vocabulary, or by the Grammar Translation Method. This kind of teaching relies on primarily memorization. 
      It was helpful that Leilani was old enough to understand the importance of why her mother wanted her to learn Spanish. As Ortega says in her text, “…teachers can only hope to teach successfully what learners are developmentally ready to learn” (Ortega, 2011, p. 138). By being of an age that Leilani understood why she needed to speak Spanish i.e. to communicate with her family members, she was able to take the process seriously and study with the guidance of her mother. Her acquisition differs from some due to it being non-immersive like many children. Her interactions with her mother were through the reading of texts. This is not the norm for many children who have parents that are fluent in the L2. It is also of note that Leilani’s motivation was hindered by her family when she would visit them in Mexico. In chapter eight of Ortega’s text, motivation is evaluated. The “Motivational Self System” is referenced, where one’s motivation to learn the L2 is seen in “Ideal, Ought-to, and the Learning Experience” (Ortega, 2011, pg. 188). Leilani’s view of herself in the “Ideal L2 Self” was what almost prohibited her continuing to learn Spanish. She has continued on into adulthood because of her motivation and being able to immerse herself in a Spanish speaking community.