Learning Outcome 4 - Demonstrated ability to articulate a coherent understanding of the process of language acquisition and the effect on language acquisition of both individual and contextual variables.
Learning Outcome 4 - Demonstrated ability to articulate a coherent understanding of the process of language acquisition and the effect on language acquisition of both individual and contextual variables.
DESCRIPTION:
The Position Statement was created for Dr. Richard Robison's course on Second Language Acquisition (TESL 505) in Spring I 2020 and revised for (TESL 580) TESOL Portfolio taught by Dr. Tasha Bleistein in Fall I 2021. It demonstrates my understanding of the second language learning process, including the motivational factors, contextual variables, and applied teaching strategies that affect the learners' progress and language learning ability.
REFLECTION:
Analyzing the complex factors that contribute to a second language learner's progress, I am aware of the significant motivational and affective factors that influence a person's perception of themselves and how the impact of learning a second language can alter an adult's identity. In this learning journey of understanding the differences between adult and children L2 learners, I recall moments of doubt in my competence as I worked to acquire a second language. These moments are usually under duress that I questioned my motives for continuing. Being mindful that students will experience these emotions during their learning, I must be empathetic and create a Community of Practice (Lightbown & Spada, 2013) where my students embrace making mistakes as part of the learning process. I hope to impart to the student the lesson of being kind to ourselves and forgiving of our own mistakes.
APPLICATION:
Creating a community of practice will allow my students to explore their L2 identities, enabling them to process information closely aligned to their learning styles. I will utilize learning style assessments in questionnaires that will help me evaluate their learning styles, cognitive and affective factors, and the learner's native language. This practice will assist in developing authentic, challenging lessons to help promote learning through trial and error, continually learning, and encourage language production through various instructions and practices engaging for both the teacher and student. Finally, I will conduct class discussions with students to identify effective ways to promote a safe environment that practices sensitivity to anxiety, language identity conflicts, and cultural differences and fosters intrinsic motivation to continue their L2 journey.