Language Learning Methods

Today in one of my TESOL classes, the title of which is TESOL Methods and Materials, we were talking about our reading preparation for class. To kick off the semester, we are studying the history of language learning methods all the way from the 1800s. We are using the textbook, Teaching by principles: An interactive approach to language pedagogy by H. Douglas Brown (third edition).

We had a really great discussion today about the first two chapters, which included a brief history of several language teaching and language learning methods over the last two and a half centuries, as well as a play-by-play of an EFL (English as a Foreign Language) class lesson. One question that is still bothering me, though, is when to use the L1 in a lesson. When addressing this question, we started out saying that if the teacher recognizes that students are not understanding instructions (such as for an academic activity) in English (the L2 or target language) the teacher should rephrase the instructions again, or maybe two times more so that the students better understand, but they are still understanding the directions in English. Some of my other colleagues started to argue that there's no reason the teacher shouldn't use the L1 to explain instructions after trying it in English and recognizing a lack of comprehension on the students' parts.

So then, when is it okay to resort back to the L1 in a class where the teacher is aiming for the students to learn a new language? I have come up with a bit of an answer, but I am still hoping for more contributions.

First and foremost, it is important to define the lesson and course/unit objectives. If the objective is to learn a specific grammar skill in English an use it in context, then perhaps explaining an activity in the L1 is appropriate. In this case, it is important that students know what they are doing in order to make the activity most effective for accomplishing the objectives. Therefore, since understanding instructions in English is not the objective, then it shouldn't matter whether the instructions are explained in English or the L1. If the objective is to do the activity so that the students learn the grammar skill, isn't it most important that they fully understand the activity? This way, they know they are doing it right and this makes it much easier to judge whether they learned the grammar skill from the activity.

Additionally, there is a time and a place for using each language. Sometimes it is really necessary to focus on the new language and the new concept at hand. Yet other times, in order to avoid complete silence due to fear of misspeaking or lack of vocabulary, it is appropriate to use the L1 to make a point.

Finally, the goal of all language lessons is to learn the language! Being exposed to a language is the most logical way to learn it, of course. So first explaining instructions in the target language is great because it is further exposure to the language. Perhaps it would be more beneficial if a teacher states the directions in English, then the L1, then English again. Any excuse to use the new language is worth it.

Any other thoughts? This is just what I came up with today, and it's almost midnight so some of my ideas might be off!

Literacy Reading Response

The focus of a chapter in my literacy textbook was four reading models and how they relate to various literacy theories. I am pretty sure a combination of the whole language model under the psycholinguistics/top-down theory and the skills-based model under the behaviorism/bottom-up theory was used in my elementary classes. There were reading groups that were based on reading levels, and there might have been four or five reading levels in the class. Often, we were in a group with the same people for the year, if I recall correctly. The teacher would choose a book for us to read, and we would discuss it at our conferences. I was in one of the higher reading levels; I enjoyed reading at the time and I still enjoy reading today. I do not know that the leveled reading groups had an impact on my positive reading habits, but I could see a student may be led to dislike reading due to a stigma of being in a lower level reading group, and therefore not enjoy reading as much as others. I think it is great to have interest-based reading groups, like in the whole language, reader response, and four resource and Halliday + models, but I think there is some rationale to having specific levels for reading groups. I think students should read at a level that is both comfortable and challenging for them. I wonder if there is a way I could combine the four resource and Halliday + model with the skills-based model in my future classroom. I think this is something I would like to consider in the future.

Fall 2013 Week 1 Almost Complete!

Well, I'm almost done with my first week of my senior year of classes! It's been a very odd week, but I am excited about the upcoming coursework so far. My professors are really knowledgeable, helpful, and enthusiastic, which is such a blessing.

This semester I am taking a literacy class, two TESOL classes, a math class, and a bilingual education class. My bilingual education class is a once-a-week, 3-hour night class that starts tonight, so I am still waiting to see what that holds for me. What I am loving so far is the way everything seems to be coming together at last. In the past, all my classes have been incredibly knowledge-based and theoretical. Now I am getting the opportunity to actually apply what I have learned to real-life clinical experiences and hypothetical classroom experiences. I think I only have one exam this semester--the rest are all projects. This is exciting because although I like studying for tests because I have learned how to "play the game," it means my coursework is more applicable now, not something that can be assessed simply by papers and tests.

One thing that is challenging for me in particular this semester is the reading and responses I have to do. A goal of mine this semester is to really interact with my readings so that I can benefit the most from them. Several of my classes require a weekly "reading response" assignment, which will help me to interact more with the texts. However, some of this stuff is really dry and I am having a lot of trouble relating to it. I am hoping to use this blog as a way for me to discuss my assigned readings and other experiences I encounter along the way. Hopefully, maintaining this blog will further my understanding of and interaction with my classes so I can really gain the most of them.

I am off to my math class now. Syllabus day was on Tuesday, so we are jumping right in to coursework today. Very excited to see where this goes!

Summer Volunteering

This summer is basically over now--I'm moving back in to my college apartment on Monday, which means I've got today and tomorrow left of summer, then a week before classes start! I'm so excited though.

This summer has been pretty average, but I actually learned a lot. I worked an immense amount of hours at my restaurant job, sometimes working 7 days in a row. After a major freak-out one night when it was extremely busy, I decided serving is not for me and I began my search for a new job. Unfortunately, I had zero luck with that. However, I did get a lot a lot a lot better at my job and I feel more comfortable with it! 

I also was going to volunteer for a few weeks at the end of the summer in a school in Yucatán, Mexico, but after a conversation with my mom, we decided it wasn't the best idea. Another way I could increase my Spanish language skills for my fluency test was by getting involved in the Hispanic community right here in my area. So I volunteered at a preschool that worked with bilingual students. The application process was a crazy few WEEKS (including 4 letters of recommendation, a TB test, a background check and fingerprinting, and getting lost in the city trying to find my orientation location...), but it turned out to be really fun anyway!

I loved getting to meet the kids and get to know them. I loved speaking Spanish with them and learning about their families. I loved reading to them and even disciplining them when they weren't following directions. Although I loved working with all of them, I grew to really, really like about 8 or 9 of the kids. I hope I get to see them again when I start my student teaching next year (they will be in kindergarten and first grade by then)!

This is the card they made me, too!

I was excited it was my last day because the days I spent volunteering there were extremely long days for me (usually waking up at 6, leaving at 7, getting there at 8, coming home at 1:30, work at 3, getting home at 9 or so). But this card made me realize how strongly I feel that I am pursuing the best profession! What other job leads 20 kids to write a thank-you note?! (I know it wasn't their idea, but still!) 

I even taught the kids a lesson yesterday, kind of on the spot. I figured a connect-the-dots activity would be perfect for them and they were learning about oceans, so I stayed up late the night before, printing out 25 sheets of connect-the-dots activities. I worked with 5 of the kids. They all had a copy of the same picture, which included numbers 1-40. Together, we walked through the numbers in order, using the number line on the wall as a reference, and when they were done they colored the pictures. Soon other students wanted to join, so I picked on the students who were done to explain the activity and number order to the new friends. In the end, we whispered the number line as an assessment. It was great!

I had some worthwhile learning experiences this summer and I cannot wait to go back to school and use what I've learned! Thanks for reading and take care!

Sarah