During this project, I also find it important to learn the difference of developmental sequences and characteristics between native speakers and English language learners. For young children like Veni, it is difficult to tell whether her English acquisition is similar as native speakers’. I think there is some overlap in their language development. Because they are exposed to English context at an earlier age, they show language development of native speakers and also second language learners. It is more difficult to distinguish what factors affect her language acquisition because of her first language. To know the language development of first language learners helps define the unique learning characteristics of second language learners.
On the other hand, I think it necessary to learn leaners’ first languages. Learners’ English acquisition is a result of L1 transfer (Lightbrown and Spada, 2013). Because I don’t speak Arabic, I find it more difficult to determine whether her errors are influenced by her native language. To gain the knowledge of learners’ native languages also help distinguish the characteristics of language use.
I learned from this project that different types of discourses in the classroom settings are necessary. I found little evidence of Veni’s producing questions. One reason is that most of the time I let her describe pictures in books or her own drawing; thus, the limited types of activities restricted her possibility to produce various discourses. In the future, I should remind myself of the importance of activities within more types of discourses. Some discourses are particularly reflected in certain types of instruction. Student-student interaction and teacher-student interaction should all be taken into account because they have different focus on corrective feedback, genuine questions, errors and other use (Lightbrown and Spada, 2013).
children use. On November 13, 2013, I had a conversation with Veni about her favorite books (see Appendix A, from line 498 to 511). I spent a lot of time understanding she was talking about Junie B. Jonesbecause it was the first time I heard the series of books. I could not continue the conversation easily because I did not know the content inJunie B. Jones. As a future ELL teacher, I should choose reading materials carefully and read them first. It is more important for me as an international student because my background knowledge in this area is as limited as young ELLs.
If I want to choose books that have meaningful resources to learn, I need to be familiar with them first.
Additionally, I will also try to put more emphasis on literacy that is based on learners’
background. English learners are influenced by their L1 transfer; thus, I think it better to make the relationship more positive. Materials that resonate them can be a better option to initiate their discussion and increase their learning interest.
For young learners, I think games are always a meaningful activities. Peer interaction always occur in games, which help young ELLs to use language. In the case of Veni, she also learns to explain rules of games, which is an important point in acquiring English; however, I also need to learn children’s games in different cultural contexts. On November 16, 2013, she was explaining one of her favorite games “duck, duck, goose”. It took me a while to understand her because I had a similar game in my childhood but the game’s name was totally different (it is called “throwing the handkerchief”). I need to consider the cultural differences when engaging children in different language activities.
Free writing, as what Veni did in her drawing, is also one activity I will encourage my future young learners to have. Children loves to draw. To transfer their cognitive knowledge to written language is a way to help their language use. Besides, it is also easier for me to detect
what stages they are in through checking their free writing. It also gives invaluable information of their language characteristics and errors in the truest state.
I will also pay more attention to young learners’ non-verbal communication in teaching.
Especially when an ELL’s personality is not so outgoing and he/ she is at the beginning of English acquisition, non-verbal signs show how he/ she understands others’ meanings. I will also help them externalize their non-verbal behavior that they gain more communicative skills.
Vocabulary acquisition will also be my focus. Vocabulary acquisition can be an important role in children’s English acquisition (Snow and Kim, 2007). Before that, I think I will let them notice the concepts of terms like nouns, verbs and others. I won’t ask them to remember these terms, but I think it necessary to explain to them that nouns can be objects, people and things. In this way, they can better construct their knowledge by connecting their life experience with vocabulary. During the instruction, I will also learn my learners’ prior knowledge and their vocabulary knowledge of their first language. I will try to connect them so that they can take advantage of metalinguistic awareness.
References
Arabic Online – Free Comprehensive Resource of Arabic Grammar. (Date Unknown). Retrieved December 3, 2013 fromwww.arabic.tripod.com
Arabic Phonetic Inventory. (Date Unknown). Retrieved November 25, 2013 from http://www.asha.org/uploadedFiles/practice/multicultural/ArabicPhonemicInventory.pdf Fromkin, V., Rodman, R., & Hyams, N. (2009). The sounds of language. In An Introduction to
Language(pp. 189-218). Boston, MA: Wadsworth.
Justice, P. W. (2004).Relevant linguistics: An introduction to the structure and use of English for teachers (2nd edition). Palo Alto, CA: Stanford University Center for the Study of Language and Information.
Lightbown, P. M., & Spada, N. (2013).How languages are learned(4th edition). Oxford: Oxford University Press.
Schickedanz, J.A. & Collins, M.F. (2013). Peer effects on children’s language learning In So Much More than the ABCs(pp. 48-49). Washington, DC: NAEYC.
Snow, C. & Kim, Y. (2007). The challenge of vocabulary for English language learners. In R.
Wagner, A., Muse, & K. Tannenbaum (Eds.), Vocabulary Acquisition: Implications for Reading Comprehension(pp. 123-139). NY: Guilford.