Directions: Please answer all the questions; type your responses in this Word document.
1. According to the research, how do the following learner characteristics correlate with additional language (L2) learning/acquisition? Include explicit references (using your own words rather than quotes) to course readings/resources. (10 points total/2 point each) TESOL Standards 1.b.1, 1.b.2, 1.b5
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Characteristic Correlation with L2 learning/acquisition
Intelligence
According to Paul Shoebottom of Frankfurt International School, students with greater intelligence tend to make progress faster than students who have a lower intelligence; this is why intelligence affects additional language acquisition, (n.pag.).
Aptitude
Aptitude occurs when a person naturally knows how to do something. According to Shoebottom, this affects second language acquisition especially when it comes to native speakers; native speakers naturally will have the aptitude to learn a second language more easily when it is in the same family as their first language, (n.pag.).
Age
Age also affects second language learning acquisition. According to Shoebottom, the younger the learner the more likely they are to acquire the second language than an older learner is. Adults can learn of course, but not as efficiently as a child, (n.pag.).
Motivation/attitude
Motivation and attitude plays into second language acquisition as well. According to Shoebottom, when a student enjoys what they are doing they tend to take more pride and determination to learning the language, this makes learning the second language more effective, (n.pag.).
Identity & ethnic group affiliation
Ethnic group affiliation and identity play a big role in second language acquisition. According to Shoebottom, when groups are of lower status than of the language they are learning, they learn the language at a slower pace, (n.pag.).
Online Article: The factors that influence the acquisition of a second language, http://esl.fis.edu/teachers/support/factors.htm
2. List and explain 3 reasons that English learners must use greater effort to learn vocabulary in their new language than was needed in learning vocabulary in their L1. Include explicit references to information in course readings/materials (using your own words rather than quotes). (3 points total/1 point each) TESOL Standards 1.b.1, 1.b.2
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1. A reason that is found in the Diversity Kit is that some teachers tend to replace easier material for more difficult material, which causes the students to fall more behind as the years go by, (Diversity Kit, p. 56).
2. Another reason that the Diversity Kit addresses is the fact that some educators have little to no conversation with their students in general and about the material, which gives them less of an opportunity to learn, (Diversity Kit, p. 57).
3. Finally, another reason that the Diversity Kit addresses is the fact that some educators tend to not provide the vocabulary in a form or language the students can understand, which of course leads them to falling back, (Diversity Kit, p. 57).
3. What are 3 (of many) factors that make learning a second language in a classroom/academic setting different from acquiring it in a natural acquisition setting such as a playground, workplace, or social interactions? Be sure to reference Krashen and Cummins’ theories and make explicit reference to course readings/resources –Freeman & Freeman, the Diversity Kit, etc. (9 points total/3 points each) TESOL Standards 1.b.1, 1.b.2
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1. According to Freeman, when a student learns a language, they are learning it usually in a classroom setting while students who are acquiring a language, they are acquiring it subconsciously, in other words it does not matter where they are, (Freeman and Freeman, p. 62).
2. According to the Diversity Kit, BICS are skills in conversations while, so learning a second language through BICS are applied more so in social settings, (Diversity Kit, p. 38).
3. According to the Diversity Kit, CALPS is required for academic reasoning, so learning a second language is different in the classroom as CALPS are applied there, (Diversity Kit, p. 38).
4. How could close attention to the WIDA language development levels and the Key Uses Can Do Descriptors by a teacher impact the large number of long-term English learners receiving ESOL services? “Long-term ELs” are those students who begin receiving ESOL services in elementary school and still receive ESOL services in high school. (2 points) TESOL 1.b.1, 1.b.2, 1.b.3, 1.b.5
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Using these resources can impact the large number of long-term ELs by really helping the educator to get a deeper analysis of where the student stands whether it is ‘entering’ or ‘bridging’ or other, knowing this can help the educator prepare the appropriate material so that the student can better succeed.
5. Write a one-two-sentence definition/description of these words. You must be concise to receive the point for each term. (6 points total/1 point each) TESOL Standards 1.b.1, 1.b.2, 1.b.3
Sociocultural theory
According to this theory, the individual’s development is affected by society and culture; for example, if an English speaking person is learning Spanish and is in a Spanish community, their language development its more likely to increase.
Language transfer (+ and -)
Language transfer is when speakers of another language apply the knowledge of a language to another, within this; positive language transfer refers to when there is correct language production while negative transfer refers to when language production is incorrect on both ends.
Silent Period (include when occurs)
The Silent Period refers to when a language learner is not comfortable or willing to speak the second language.
Fossilization
Fossilization is something that occurs during second language acquisition; this is when the learner attains and preserves a linguistic system that is different from others.
Interlanguage
Interlanguage is when two languages combine to become a new language such as creole or pidgin.
Cummins’ Threshold Hypothesis
Cummins’ Threshold is centered on second language acquisition; the learner of the language must have some sort of understanding for the language before they can receive the benefits.
6. Look at the words in the chart below and do the following:
a) Definition: Describe the concept of each term or group of terms in your own words.
b) Application: Speculate about how you might apply your knowledge of each concept in your future experiences teaching English learners—For example, a) your own analysis of student language abilities/work; b) planning/providing instruction; and c) explanation to others about students’ abilities in and understanding of English. Be specific. (Total 9 points/3 points each) TESOL Standards 1.b.1, 1.b.2
Terms/Concepts Definition of Terms/Concepts (1 point) Application (Importance) (2 points)
Field, tenor, mode
Field: refers to the social action, and what is taking place. Tenor: refers to the role of structure, and who is a part of it. Mode: refers to the role that language is playing. It is important to know the field (what is taking place) in the classroom and know the interactions of the students. It is also important to understand who is part (tenor) of it and their cultural background. Not only that it is important to know the modes in your classroom so that you understand the different languages and teach according to their language level.
Descriptive approach to teaching language and prescriptive approach to teaching language
Descriptive is all about gathering knowledge and information about the language. Prescriptive is all about how the language is used. It is important for the student to have knowledge for the language especially its background and history, not only that, it is important for the student to know how the language is used. Knowing these things can help the students further their success.
Comprehensible input and comprehensible output
Comprehensible input means that the students should be able to understand the principle of what is being said to them. Comprehensible output means we learn language when we attempt to state something but don’t do well and have to try again. The students should be able to understand what is being to them, if not we should provide some sort of support such as visuals. Also, when we correct the students when they do not do well, chances are they well better themselves.
7. Describe the relationship BETWEEN the terms in each group below. Define the terms as part of your description. (4 points total/2 points each) TESOL Standards 1.b.1, 1.b.2
a. Comprehensible input/content-based instruction
These go hand in hand as CBI has to do with giving second language learners instruction in language and content while CI has to do with student capabilities of understanding the instruction and content.
b. An EL’s affective filter/an EL’s internal error monitor
The EL’s affective filter has to do with the emotions associated in second language acquisition when it comes to failure and success. Internal error monitor deals with the fact that the only function of learning within second language acquisition is as an editor. These go hand in hand as it deals with the acquisition learning process.
8. Based upon what you have read, watched, discussed, and researched this semester, how can you support the following statement:
“The nature of learning English in school is complex socially, psychologically, and politically.” (3 points) TESOL Standard 1.b.4
Learning English in school is complex socially because the student comes into the school not understanding the primary language, so not only is there culture, but there is also a known fact that they have to learn the language and use it to socialize. It is complex psychologically because of the brain of the EL, their brain is going through so much change especially emotionally, they do not know what to feel (stressed, etc.). Politically it is complex because there always a debate about how these kids are acquiring the second language and whether they are benefitting.
9. Assessing Written Work of English Learners (4 points total)
a. Read the student work samples below and decide the WIDA language development level using the Can Do Key Uses Descriptors, and other WIDA resources. Utilize information about all 4 domains rather than just writing. Also, remember that the ELs were not just given the topics; they received guided instruction prior to the writing assignment.
b. Then, provide support for your choices. (2 points each) TESOL Standards 1.b.1, 1.b.2
8th grade — Level 4
Rationale: Overall the student’s work is comprehensible and has a variety of sentence length and structures. Not only that, the errors that the student does have does not get in the way of comprehending. You can tell that they first language does interfere, but its not enough to make the passage incomprehensible, with that being said I believe the student is Expanding.
Level 2
Rationale: The student is at Beginning because at some points I could not comprehend the statement being said. Furthermore, the student’s sentences were short and also not formatted correctly. Although this is true, the language used is still related to content areas, which is a great thing.