LPA1 Task 1

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Western Governors University *

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Linguistics

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Oct 30, 2023

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LPA1 Task 1 Jessica Labo Western Governers University July 17, 2023

A: Stephen Krashen’s Monitor Model Stephen Krashen was a language specialist who developed a model to show the importance of language and how language is acquired. Krashen developed the Krashen’s Monitior Model in order to support his different hypotheses. The hypotheses in the model are monitor, acquisition, natural order, input, affective filter, and compelling input. Understanding how language is interpreted and understood is a very important part in teaching language. I can use Krashen’s model to distinguish a better understanding of how students learn a second language. I will take Krashen’s hypotheses into consideration while teaching and use many of his suggested strategies. Some strategies that I will apply include, focusing less on grammar and more on comprehension. I will also allow adequate time for learning and differentiate my instruction to fit the individual needs of each student. I agree, that in order for language acquisition to take place, students must be able to comprehend the language. A.1 Affective Filter and Comprehensible Input Affective filter is the hypothesis that focuses on how emotions impact a student’s language acquisition. Krashen believed that it is important for students to experience a judgmental free learning environment. Students should be kind and accepting of each other. In order to promote these particular expectations, teachers must establish rules and clear classroom expectations. I always explain my expectations to students at the beginning of the school year. I want students to have a clear understanding of my rules and how to treat their peers. Developing a positive learning environment is essential and in order to do this it is important to establish behavioral expectations. In addition, I am going to model for them what accepting behaviors look like. For example, if a student answers a question incorrectly, I will not comment negatively, but I will praise the student for answering and help them achieve the correct answer. Students can learn from their teacher’s behavior and will act accordingly. Comprehensible input focuses on the comprehension of language. Krashen believed that it was important to “create messages in the target language that the learner can understand.” (Hedstrom, 2018). Krashen also believed that it’s important to be sure that the

level of input is not too easy or too difficult. It is helpful to develop a level of acquisition that is just a little beyond. To ensure comprehension, I am going to explain to my students the importance of notifying me when they do not understand something or if what I am teaching is unclear. I will often ask students if they understand to ensure that they comprehend. I will also not force a student to answer a question. I will encourage students to answer by rewording the question or giving additional resources for help. B. Language Proficiency Levels B1: BICS Activity for Beginning Level Students at the beginning level are just starting to become familiar and comfortable with their new language. They often listen for phrases that they have heard before and use reoccurring phrases regularly. It is essential for students at this level to listen and familiarize themselves with peers. I will support BICS by having students gather around the carpet for circle time. During this time, we will all sit in a circle and everyone will have the opportunity to talk on a daily basis. Students can ask questions or simply share an idea. I usually pick a topic, however students are encouraged to share anything that they would like. B1A: Explanation of Activity for Beginning Level Circle time will allow students to form relationships with each other. This activity will help students become familiar with others and build language skills. Students will become more comfortable with this activity as the year progresses. In addition, this activity will allow students to listen to others and identify reoccurring phrases. B2: BICS Activity for Intermediate Level Students at the intermediate level are ready to break apart language and learn new skills. They are learning different aspects of language, such as identifying singular and plural words. Students at this level often use prepositions correctly. They have also started building their vocabulary and know many high frequency words. At this stage I think it is helpful to have a high frequency word wall for students to refer to. In order to support the development of BICS for the intermediate level I will have my students work in a small group to build their own

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sentences. I have cards containing subjects, prepositions, verbs, etc. that students can use to build their own sentence. B2A: Explanation of Activity for Intermediate Level Having students build their own sentences will help reinforce word formation and build on to vocabulary. Students can learn and identify different patterns of speech. They will also be able to read their sentence after they build it. Reading the sentences will help promote fluency. B3 CALP Activity for Advanced Level Students at the advanced level are usually engaged in learning different forms of language, such as formal and informal. They are also ready for higher level thinking. Students at this level can comprehend what they read and identify key details. They also utilize the writing process as well as different writing styles. In order to support CALP at this level I will have students use activities to support writing skills. Students will write persuasive letters to their peers and they will have the opportunity to share their letters with the class. B3A: Explanation of Activity for Advanced Level Persuasive writing will allow students to use their creative thinking skills to write a letter of persuasion. This activity will enhance writing skills and allow for higher level thinking. I will encourage the students to share and read their letters to the class to promote language skills amongst peers. C. Translanguaging Translanguaging is used when multilingual students utilize more than one language in order to develop and learn. Students who speak more than one language should feel comfortable speaking and learning in their native language. Multilingual students should not have to speak only in their second language while at school. Translanguaging helps students comprehend and develop a better understanding of their second language. It allows students to take the language that they are already comfortable with and use it to enhance the language being learned. It is important to establish a classroom that promotes multilingual learners to use all languages so that they can enhance literacy and language development. In addition,

several opportunities should be given for multilingual students to use their native language. C1 Student-Centered Instructional Activity It’s important to plan lessons for translanguaging. If possible, it would be helpful if the teacher could explain important components of a lesson in students’ native languages. For my student-centered instructional activity I would have students work in small groups to discuss material in both their native language as well as English. I would assign each group a topic based on their level. For students’ learning at a beginning level, I think it would be helpful to discuss vocabulary in their primary and secondary languages. (Garcia & Kleyn, 2016) suggested to, “ask students to translate their vocabulary words into Spanish.” I think it would be very helpful to have multilinguals translate vocabulary into their native languages because they would be able to relate the two languages to form a connection. Topics for discussion could change as students’ accumulate more vocabulary and develop fluency. For advanced students, I would have them discuss more complex sentences instead of just words. For example, they could write and read a sentence in native and secondary languages. D Communicative Language Teaching “ Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom.” (Richards, 2006) Communicative language teaching focuses more on language and communication rather than grammatical skills. One essential reason to use communicative language teaching is to ensure students learn skills needed to communicate with others. Students must know how to interact amongst peers as well as in their community. Another important reason to use communicative language teaching is because this method of teaching will allow the teacher to encourage students to learn language through communication. Instead of just being taught a language, students learn by communicating in the language. This makes the language more meaningful to students and allows them to develop a better understanding.

D1 Student-Centered Instructional Activity In order to incorporate the communicative language teaching approach teachers must focus on cooperative learning where students work with their peers to complete tasks and/or to solve problems. Communicative language teaching encouraged students to work in pairs, role plays, and other activities where students worked in groups. (Richards, 2006) For my student-centered activity I would have students work in small groups to create or build something. I would give them various materials and all students would have to be involved in the creation. Students would be encouraged to communicate with their peers while creating their structure and they would share their creation with the rest of the class. This activity would enhance communication skills and allow students to work together.

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References Hedstrom B. (2018). Krashen’s Hypthesis of Language Acquistion . Retrieved from https://www.brycehedstrom.com/2018/krashens-hypotheses-of-language-acquisition Ofelia García, & Tatyana Kleyn. (2016). Translanguaging with Multilingual Students : Learning From Classroom Moments . Routledge. Richards, J. (2006). What Is Communicative Language Teaching? Retrieved from https://www.professorjackrichards.com/wp-content/uploads/Richards-Communicative- Language.pdf Teemant, A. & Pinnegar, S. (2007). Understanding Language Acquisition Instructional Guide. Brigham Young University-Public School Partnership.