I came into this class knowing very little about second language acquisition. The most I knew about SLA, was the idea it was better to learn a language at a young age due to personal experience. I am leaving this class understanding second language acquisition is so much more than when is the best age to learn another language. SLA is a combination of age, linguistic environment and more, but overall it is "scholarly field of inquiry that investigates the human capacity to learn languages other than the first, during late childhood, adolescence or adulthood, and once the first languages has been acquired" (Ortega, 2013, p. 1-2).
There are a number of factors that effect how a person learns a second language. Ortega defines this as universal influences compromised of "age, mother tongue, environment, and cognition" (2013, p. 9). The factor that stood out to me most was the linguistic environment because it plays a large roll in how a student learns their second language. More specially, Mackey's "positive findings for the link between interaction and acquisition" (Ortega, 2013, p. 65). In her study, she found the English language learners encouraged to communicate and interact were those who showed the most progress. Therefore, as teachers we should encourage our ESL students to speak in English and interact with their peers. If our ESL students consistently interact, they will gain longterm benefits (Ortega, 2013).
I found the age to be another interesting factor because it corrected my thought it is easier to learn a second language a younger age. For example, Snow and Hoefnagel-Höhle (1977, 1978) found "that adults and adolescents were better than children in a 25-minute instruction session" (Ortega, 2013, p. 16). Although, "younger is better in the long run," it surprised me to learn there were any findings where adults learners had an advantage over younger learners (Ortega, 2013, p. 16). However, I found it most surprising that those who learn from eleven to seventeen keep their advantage over young learners because it is older than young learners and younger than adult learners (Ortega, 2013). When I become a teacher, I shouldn't be discouraged if my students are having a hard time learning the English because eventually they will catch up.
I was wary of the vblogs process at first, but I have found the process to be decidedly informational in all aspects. Creating the videos and then reflecting upon them gave me an opportunity to connect what I have learned from the book and from someone who has gone through the process. Reading other people's vblogs and their comments to my post furthered my knowledge because some of them made connections I did not make. I particularly liked the interview aspect because everyone has a different story and it gives us multiple real life examples.
Overall, I enjoyed this course. It allowed for a level of understanding very few courses are able to induce. There will be second language learners in my future classroom and this course will help understand them. I learned a lot from this class and my peers I am delighted to take part of this course.
Ortega, L. (2013). Understanding second language acquisition. Routledge.
Hello Veronica! I agree that there are many factors that affect a person’s second language development. You mentioned the universal influences that determines one’s comprehension and understanding of a second language. One’s individual differences also impact their ability to develop their L2. Individual differences such as motivation gives individuals reason to continue learning whether it be that they are intrinsically motivated or extrinsically motivated (Ortega, 2013). There will be English language learners in our classrooms who will be influenced by these factors. As you had stated, I also agree that as teachers we should encourage our ELLs to interact with their peers by speaking in English. Their interactions will help them develop a better grasp pf the language.
ReplyDeleteOrtega, L. (2013). Understanding second language acquisition. Routledge.
Hi Maria! Individual differences are definitely another factor of comprehension and understanding a second language. Individual differences can be attitude, motivation, learning styles, and a few other elements (Ortega, 2013). While students may be intrinsically or extrinsically motivated, it would be best for them to be intrinsically motivated because those who are intrinsically motivated have higher levels of academic success (Ortega, 2013). As for interactions between ELLs and non-ELLs, I believe they can give more conversational language.
DeleteOrtega, L. (2013). Understanding second language acquisition. Routledge.
Hello Veronica! Yes, you are exactly right. Intrinsically motivating students is better than extrinsic motivation. Ortega discusses how intrinsic motivation “is considered optimal because it has been experimentally shown to be consistently associated to higher levels of achievement” (2013, p.176). Learners who are interested in their L2 for the stimulation, self-accomplishment, and increasing their knowledge are intrinsically motivated learners. In all three reasons the main characteristic that connects them is enjoyment. And yes interactions between ELLs and non-ELLs would be conversational because of the socializing language they would be using.
DeleteOrtega, L. (2013). Understanding second language acquisition. Routledge.
Veronica, your take on Ortega's ideology concerning environments and second-language learning strategies are interesting and you demonstrate a deep passion for such topics (2011). I also felt apprehensive of keep a blog at the beginning of this short semester. However, like yourself, I quickly saw the merit of maintaining an ongoing discussion about the topics we go over in class. I enjoyed seeing your views on the topics, and your replies are interesting and well-thought out. I am glad we could all gain a deeper understanding of how to best teach our L2 students.
ReplyDeleteHi Ila! I think the linguistic environment for second language learners is important. For example, comprehensible input, "language which learners process for meaning and which contains something to be learned, that is, linguistic data slightly above their current level," is a part of the linguistic environment (Ortega, 2013, p. 59). Through comprehensible input, English language learners can learn new vocabulary without becoming frustrated. I think the format of this course is unique because it goes further than a blackboard discussion and in the end it was worth it.
DeleteOrtega, L. (2013). Understanding second language acquisition. Routledge.
Hi Veronica! I, myself have also come to realize that it is okay if students are having a hard time since some are late learners. It is important to remember "that amazingly successful late learners exist, and that perhaps they account for as much as 5 percent to 25 percent of best-scenario learning cases" (Ortega, 2011, page 28). Reminding ourselves of this will allow us as well as our students to be hopeful for their future, which will in turn inspire motivation. We should never become discouraged with our students but rather support them and help them meet their goals.
ReplyDeleteOrtega, Lourdes. Second Language Acquisition. London: Routledge, 2011. Print.
Hi Marissa! Ortega (2013) mentions the successful late learners were "highly motivated students who also enjoyed high-quality instructional experiences" (p. 29). Accordingly, we should make sure our instruction is suited for English language learners, so they are motivated. As teachers, we should not compare our ELLs to non-ELLs. Ultimately, younger learners are slow when they first begin to learn a second language (Ortega, 2013). I know this information pertains to me because I would like to teach the lower grades.
DeleteOrtega, L. (2013). Understanding second language acquisition. Routledge.