TSL 4100 Module 3 Guided Reading Questions

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Indian River State College *

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4100

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Linguistics

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Apr 3, 2024

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TSL4100 Chapters 2, 3, and 5 Guided Reading Questions Chapter Two: Language 1. What do teachers need to know about language, and why do they need to know it? Teachers need to know the five different systems of language, phonology, morphology, syntax, semantics, and pragmatics, and teachers need to know these systems in order to be able to draw on this knowledge when helping ELLs with their vocabulary, grammar, and spelling. Teachers need to know that they have five functions as a teacher of language with ELL students. These five functions are as follows: a communicator, an educator, an evaluator, an educated human being, and an agent of socialization. 2. How can knowledge of language help teachers to “think linguistically” about their students, curriculum, and classroom instruction? By having a thorough understanding of language, teachers are able to “think linguistically” as they perform the five functions that assist in working with ELLs. This allows them to build a learning classroom in which language is the priority in the content of study, contributions that students make, and how the students participate in the classroom (Foundations of Teaching, 31). 3. What does it mean to “know a language”? By knowing a language, an ELL student is able to show communicative competence, in which they are able to communicate effectively and appropriately with other speakers of the language. They can also register and understand how to use language appropriately in different settings and contexts. 4. What do teachers need to know about language for academic or disciplinary purposes? Although ELL students take about 1-2 years to develop conversational fluency in English, it may take 5 years or longer to develop proficiency in academic or discipline-specific English language. There are three tiers of vocabulary for academic language. The first tier are basic words, while the second tier are more sophisticated words. The third tier are content-specific words that are rarely used in conversational settings. Chapter Three: Language Learning and Teaching 1. How do students develop proficiency in a new language? There are multiple theories into how students develop proficiency in not only their first language, but in how they can learn a second or additional language. Regardless of the theory, students must have comprehensible instruction with opportunities for meaningful interactions in the classroom.
TSL4100 Chapters 2, 3, and 5 Guided Reading Questions 2. Identify and explain the different theories of language learning. Part A: How can these different theories of language learning inform effective practice? There are two major first language acquisition theories that may help explain how newborn babies are unable to speak but have a fully developed language system by age five. B.F. Skinner and the Behaviorist Perspective believed that children learn language proficiency through imitation and positive reinforcement. Chomsky’s theories, also known as the innatist perspective, state that children are born with a language acquisition device that enables them to figure out the rules of language on their own due to being exposed to it. There are four major perspectives for second language acquisition: behaviorism, innatist perspective, the cognitive/developmental perspective (psychological theories), and the sociocultural perspective. All of these theories can inform effective practice by allowing the educator to guide instruction through multiple means of delivery to better assist the student. 3. What is the difference between approaches to and methods of instruction? The approaches to instruction would be the guiding theories and hypotheses into language acquisition, while the methods of instruction are utilizing the various models to actually guide instruction. 4. Identify and explain the traditional second language teaching approaches and methods. There are a multitude of traditional second language teaching approaches and methods. The Grammar-Translation Method is a teaching method based on how Latin was taught. The Audiolingual Method was highly influenced by behaviorism and applied principles of structural linguistics to language teaching. The Natural Approach emphasized providing comprehensible input that enables the students to be immersed in the language. Communicative Language Teaching is the favored approach by modern language teachers and focuses on learning the language to be used in communication instead of rote memorization. Content- Based Instruction focuses on teaching language needed for specific subjects and topics. Whole Language, Multiple Intelligences, and Cooperative Learning are utilized as add-on teaching philosophies to activate and maximize learning through teaching reading strategies and skills within the meaningful context of the content, as well as through the various intelligences and small group learning. Critical Pedagogy is a key component of sociocultural approaches to teaching and learning. 5. How do you develop your own personal approach to providing effective language and content instruction for English language learners?
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