How are languages learned? After reading “How Languages Are Learned” by Lightbrown & Spada, I have a sense of how languages are learned but, language learning depends on the individual learner. After going over the popular ideas about language learning, I have come up with a couple conclusions.
Highly intelligent people are good language learners. According to evidence found in the book as well as a course I took about IQ testing, I believe IQ testing measures grammar rules and vocabulary items. It does not test learners with a wide range of intellectual abilities, especially in the classroom.
“The best predictor of success in second language acquisition is motivation.” Although I believe motivation is a key element in learning a second language, I strongly believe that as teachers, we have to make the classroom comfortable enough for our learners to experience success. I never really thought about learners’ motivation, except that I could be that teacher to motivate my students. For example, some students are forced into learning another language because their first language is not offered as the primary language used in the school and/or classroom. “The principal way of motivating my students is by making the classroom a supportive environment which students students are stimulated, engaged in activities that are age appropriate to their ages, interests, and cultural backgrounds”(185).
The last idea presented in chapter seven was, “Students can learn both language and academic content simultaneously in classes where the subject matter is taught in their second language.” I am obviously a true believer of this because I am a future Bilingual educator. Ample amount of research has confirmed that students in content-based immersion programs develop comprehension skills, vocabulary, and general communicative competence in the new language. Moreover, every learner learns differently. Although getting to know our students on a personal level will take time, it is definitely necessary in creating a engaged classroom environment.
I agree with what you said, "I never really thought about learners' motivation, except that I could be that teacher to motivate my students." I always had the same view as well. I believed that I was going to be the sole motivator for students because I will the one teaching. However, I have learned that each student has their own individual motivation for learning whether it be intrinsic or extrinsic. Now I know that it will be important for me as an ESL teacher to identify my students' motivations and discuss those with them.
ReplyDeleteI also agree that students can learn both language and academic content at the same time. It's called content-based instruction and I wish that I would have learned about science and history in my FL class instead of what chores I do and what hobbies I like.
ReplyDeleteContent based instruction is definitely the way to go! Perhaps as bilingual majors we are a bit biased to this approach, but there is so much research to back its' success. I think you made a great point though, the most important thing, I believe, is to get to know your students. It doesn't matter what method you're using, if you don't know your students it won't be effective, or as effective as it could be if their culture, values, and interests etc. are being included in the classroom.
ReplyDeleteI agree that both motivation and teachers play a role. However, I think in order to succeed in L2 acquistion, one must be motivated. If they aren't personally motivated, what would be their reasoning to continue learning? You could have a wonderful teacher, but if the motivation isn't there, what use are the skills of that teacher? Maybe we need to incorporate motivation into our teaching as well!
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