LPA_Task1_A

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LPA TASK 1: LANGUAGE ACQUISITION THEORY LANGUAGE PRODUCTION, THEORY AND ACQUISITION — LPA1 Kim Walsh Western Governor’s University Carolyn Aufderhaar November 2023

A. Stephen Krashen’s Monitor Model Krashen, coined the term “Monitor Model” to suggest language learning is deliberately learned either by formal, concise learning about language or through acquisition informal, subconscious through everyday experiences with language. Krashen believes that there is an internal "monitor," which is developed through formal learning which is a part of the conscious process of error correction in when speaking a new language. The monitor plays only a minor role in developing fluency, compared to the role of acquisition. (Colorin Colorado (n.d) The Monitor Model hypothesis states that our fluency in L2 performance is due to what we have acquired, not what we have learned. Learning is only available as a Monitor, or editor. Our acquired competence initiates utterances, and later these are referred to the conscious rules in the output system. To use the Monitor, three conditions should be met: time: the learner must have enough time to utilize conscious rules; focus on form: the learner must be thinking about correctness; and knowledge of rules. (Robinson,2012). Krashen notes that although most language is acquired, we can use learned language to monitor or inspect what we acquire and then correct errors. Sometimes we make a correction internally before we say or write something; other times we self- correct after producing a sentence. The monitor is like a little language teacher in our heads reminding us of the rules. Krashen asserts that the monitor can make a small contribution to accuracy, but acquisition is responsible for fluency and most of our accuracy. (Wright,2019) The Monitor Model can support learning by questioning individual students, check acquisition in timed writings, ask the whole class questions and expect a choral response and teach grammar minimally. As an elementary teacher I must make the classroom

rituals/routines the same daily and create an environment as stress-free as possible. This will allow the MLL students to know the pattern of the room and day. A1. Affective Filter and Comprehensible Input Filter in the Classroom Krashen’s Affective Filter in second language acquisition to explain the emotional variables associated with success or failure. The Affective Filter is an invisible filter that can help or hinder language production in a classroom of second language learners. When the filter is high (negative) students experience stress, feel anxious and self-conscious. When students feel a lack of self-confidence, they might inhibit success. Students may be reluctant to participate and seek out opportunities to collaborate with others. If modifications are not changed, student will become bored and disinterested. When the filter is low (positive) students are risktakers, they feel safe making mistakes, free of judgements and constant corrections. Students are empowered to interact with peers and look for models of language. When I am with my students, I am aware of my body language and try not show signs of frustration. Speaking slowly and making my directions clear with not too many steps. This helps the student to be more confident and not confused. Remind students that this classroom is a safe place to learn and make mistakes. Often, I have new students joining my classroom. I use this time for all my students to share one routine, one rule, or norm in our room. I know this helps them feel confident and showing a new student their knowledge. Stephen Krashen’s Comprehensible Filter is working on acquiring language skills. Second language learners grow and improve with exposure to language learning materials that are

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one step away from your current abilities. Known as (i+1), where “i” is your current ability, and +1 refers to the level. (Wright, 2019). This Comprehensible Filter is used in my classroom every day in every subject. When I read, I use intonation, mannerisms to bring the characters alive, and use visual clues to help my students understand the text. I have stuffed animals in the classroom, that the students tell and role play our stories. We do compare/contrast activities with Venn diagrams. I document their responses about differences or similarities between texts, setting, and characters. My ELL students are verbally telling me their thoughts, we discuss together, and then document. During our Science instruction, I perform the lesson/experiment first in front of whole class. The students then receive the materials and have seen what I did first. I have realia materials to support all lessons for my ELL. I have word walls to assist in their writing process and writing folders with all high frequency words. Multiple charts with days of the week, months of the year, shapes, and number lines and alphabet on three walls. I have labeled the classroom in words and pictures to accommodate language development. B1. Beginner Level Student Centered Activity BICS & CALP One student centered activity using BICS with a beginner level student in my class would be to have them use the stuffed animals to retell the story we read. This allows them to retell the story, use character names, with complete autonomy about the story. Another beginner level activity: Can you tell me about yourself? Tell me about your family? Tell me about our classroom? This activity would role play with the stuffed animals and speak during the lesson retell. Speaking is a vital skill for ACCESS testing. CALP activity for a beginner level would be using the science lesson cards to complete the sentences. (Tan,2021) “The

__________ needs _________ to survive.” (Lion) (Turtle) (Bird) needs (air) (water) (food) These words are on picture cards that visually show the animal, air blowing, water droplets, and food pictures. Another activity is “Can you tell me the days of the week?” Can you count to 10? This activity would give clues of illustrations for the students to feel confident about their choice of words. Create a Zoo for Comparisons Materials: Cuisenaire rods and flashcards Pull all the animal flashcards out of your collection. Assign each animal a Cuisenaire rod. It would be best to make sure you relate the sizes of the rods to the sizes of the animals (e.g., the elephant gets the size 10 Cuisenaire rod, the parrot gets the size 2 Cuisenaire rod). Go over each pair to make sure students know which Cuisenaire rod represents each animal. What color is the elephant? (Orange rod) What color is the lion? (Black rod) Hold up the mouse. (White) We progress with comparisons: tiny/tinier/tiniest, small/smaller/smallest, large/larger/largest, big/bigger/biggest, or even fat and thin. Students line up the “animals” from biggest to smallest or smallest to biggest. What animals are bigger than lions? What animals are smaller than monkeys? Allow for time to have partners talk with each other about the animals. Next, the group could create a story about the zoo animals. They could animate the Cuisenaire rods: What movements do the animals make? How do animals interact? B2. Intermediate Level Student Centered Activity BICS & CALPS An intermediate level student centered activity for BICS, I have photographs of random people and animals. I show the students the pictures and have them give me details about the pictures. They write down the words from the whiteboard. We also can do build a sentence from the details they tell me. This activity would build their language and

vocabulary development. Intermediate level student centered activity for CALPS would be speaking sentences tic-tac- toe. This center would have 9 pictures of animals, a word bank that describe the animals with sentence stems . The student would pick an animal, choose verbs that the animal can do. The student would say “I see an (elephant). It has a (long trunk). It can (walk). This activity would build classification of animals and descriptions of animal vocabulary. (Saren, 2021) B3. Advanced Level Student Centered Activity BICS & CALPS An advanced level student centered activity for BICS could have a conversation about current events from a newspaper. The advanced student would discuss one article. This activity would allow the student to choose any article of interest and be able to share speaking about the current of event that interests them. An advanced level student centered activity for CALPS could be Brainstorm Walk Learning Targets Students will: students would work in groups to chart paper in different locations of the room labeled with subtopics. Discuss prior knowledge about subtopic with partners. Write related words, facts, and questions on chart paper. This activity would challenge students to share a minimum number of details or synthesize their peers’ ideas as the writer. C.Translanguaging Benefits: TESOL 1B Translanguaging can facilitate learning in an instructional setting in many ways. I am currently teaching second language learners and I am using translanguaging in our classroom. I have three newcomers in my classroom and allowing my Spanish speakers to translate our lessons to these students has been helpful. The group of learners come

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together to be instructed in English but when the students’ needs one on one assistance with help organizing the graphic organizer, understanding the six boxes for a basic need activity for ELD these students can support him/her in their first language. Students will do their work in English but jot notes in their first language. When discuss a story together, I allow them to speak in their first language. This allows them the freedom to feel successful and in an activity. C1. Student Centered Learning Activity using Translanguaging I have used an All About Me activity- English/Spanish questions- What is your favorite color? Cuál es tu color favorito? What is your favorite season? Cuál es tu estación favorita? Do you have a favorite book? Tienes un libro favorito? What is your favorite dinner? Cual es tu cena favorita? The students read and then draw or write back in one of the boxes. (Carlson, J. (2023). D. Critical Nature of Communicative Language Teaching CLT is critical in ELL classroom because we want our children to speak the language and learn the nuances of the language is an environment that is safe, stress-free environment. I want the students to do most of the talking. Encouraging meaningful interactions, I use a variety of activities and meaningful tasks. Students engage in role-playing based on real-life scenarios such as discussing hobbies, toys, share book or movie they have recently enjoyed. The focus is on real-world situations to allow my students to practice using language for context and content rather than learning about grammatical rules and structure. Techniques I use are

modeling, repetition, pair and group work to help students develop communicative competencies. D1. Communicative Language Teaching Activity CLT Student Centered Activity called Category Cards I give students a jumbled set of words, and their job is to group them into categories. Students will demonstrate their ability to see relationships between words in the target language. I have written on index cards words that are thematically related. Some categories I use are related to food, transportation, sports, days of the week, or wild and endangered animals. Give each group a set of cards. When time’s up, hands must come off the cards so that students can check their work together with the whole class. First, ask the class what categories they came up with. Afterwards, reveal the categories that you had in mind. Go through the words as they were grouped in your original categories. You’ll notice that many of the groups will have the same answers, so you may feel like you’re constantly repeating them as you go through the groups. That’s exactly the purpose of this game: Repetition. In the end, the group with the most correct answers wins. (Tan,2023)

References  Carlson, J. (2023). How to use translanguaging in the classroom with your ELLs. ESL Teaching Resources. https://kid-inspired.com/translanguaging-for-ells  Colorin Colorado (n.d.). Research: Language Acquisition. https://www.colorincolorado.org/node/57265/research  The Routledge Encyclopedia of Second Language Acquisition , edited by Peter Robinson, Taylor & Francis Group, 2012.  Saren, Sok “Scavenger Hunt Activity.” TESOL,2021  Tan, Stephen FluentU, 2023 https://www.fluentu.com/blog/educator/communicative- language-teaching-lesson-plan/  Wright, Wayne E. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice , Brookes Publishing, 2019. ProQuest Ebook Central , http://ebookcentral.proquest.com/lib/westerngovernors-ebooks/detail.action?docID=7018937.

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