Hi! The diagram down below might help you guys to differentiate between language acquisition and language learning :). If you are like reading to gain insights, click here! :) Feel free to watch this video for more info! :).
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Do you know who is the person that proposed the idea of language learning?
Behaviorists, people who believe that everything is acquired through conditioning, argued that language is learned through operant conditioning- a form of conditioning that happens through rewards and punishments which makes someone associate between a particular behavior and its consequence. A child learns that a specific combination of words or sounds stands for a specific thing/idea through successfully repeated associations. For example, a child would learn that their house animal, Whiskers, is a cat while their other house animal, Fido, is a dog. He would do so because when the child would call Whiskers his dog, his parents would say that no, Whiskers is a cat, not a dog. The “big face” for this language acquisition theory is B.F. Skinner and he went on to publish this theory. However, Noam Chomsky, one of the world’s greatest linguists to date strongly criticised Skinner’s theory. Chomsky argued that kids often ignore their parents’ corrections and would not likely learn that actual, proper use of the word or phrase and end up using it incorrectly, by means of Skinner’s conditioning theory. Chomsky’s language acquisition theory involved a more mathematical approach to language development based on a syntax (the meaning of a word) study. Language acquisition theories Language acquisition theory: The Nativist Theory Being the most well-known and one of the most scientifically accurate theories yet, the Nativist Theory suggests that we are born with genes that allow us to learn language. This language acquisition theory argues that there is a theoretical device known as the language acquisition device (LAD) that is somewhere in our brain. This “device” is in charge of our learning a language the same way the hypothalamus, for example, is in charge of regulating our body temperature. The language acquisition theory also suggests that there is a universal grammar (a theory by Noam Chomsky) that is shared across every language in the world because universal grammar is part of our genetic makeup. Essentially, almost all languages around the world all have nouns and verbs and similar ways to structure thoughts. All languages have a finite amount of rules that apply to all languages from which we can build an infinite amount of phrases. The core and basic ideas from these finite rules are built into our brains (according to Universal Grammar and the Nativist Theory). This language acquisition theory explains well how humans seem to have a far more complicated and complex set of communication patterns than any other species in the world. It also is a working theory for how children are able to learn so quickly complicated ideas. This language acquisition theory is comparable to how we think of numbers- everyone in the world knows what 4 apples look like regardless if we say that there are four, cuatro, vier, or dört apples. Language acquisition theory: The Sociocultural Theory The sociocultural theory, also known as the interactionist approach, takes ideas from both biology and sociology to interpret our language acquisition. This language acquisition theory states that children are able to learn language out of a desire to communicate with their surrounding environment and world. Language thus is dependent upon and emerges from social interaction. The theory argues that due to our language developing out of a desire to communicate, our language is dependent upon whom we hang around and with whom we want to communicate. Essentially, the theory says that our environment when we grow up has a heavy influence on how quickly and how well we learn to talk. For example, an infant who is raised by a single dad will develop the word “dada” or “baba” before developing “mama”. Language acquisition theory: The Learning Theory The learning theory is a language acquisition theory that looks at language learning as learning a new skill and that we learn language much in the same way that we learn how to count or how to tie shoes via repetition and reinforcement. When babies babble, adults coo and praise them for “talking” (and also because it’s pretty adorable). When the kids grow older, they often are praised for speaking properly and corrected when they don’t. From this correction and praise comes the learning theory that language comes from stimulus and stimulus-response. However, this language acquisition theory, logical as it may be, fails to explain how new phrases and new words form since it’s all about repeating and mimicking what people hear from others. As a future teacher, it is important for us to know the type of learning disabilities. This is to prevent us from having misconception towards students who suffer from learning disabilities. Apart from that, it also helps teacher to develop a pedagogy that can cater to these students' needs and teacher can focus more on them in the classroom. Here are five of the most common learning disabilities in classrooms today.
1. Dyslexia Dyslexia is perhaps the best known learning disability. It is a learning disorder that impedes the student’s ability to read and comprehend a text. There are a variety of ways in which this disability can be manifested. Some people struggle with phonemic awareness, which means they fail to recognize the way words break down according to sound. Similar problems can occur with phonological processing, wherein students cannot distinguish between similar word sounds. Other issues relate generally to fluency, spelling, comprehension and more. Students may experience one reading issue or multiple issues when struggling with dyslexia. 2. ADHD Attention Deficit/Hyperactivity Disorder has affected more than 6.4 million children at some point. While there is some debate as to whether or not ADHD is a learning disability in the most technical sense, there is no doubt that it is a common learning impediment. Students who have ADHD have difficulty paying attention and staying on task. These students can be easily distracted and often have difficulty in traditional school settings. Experts link ADHD with the structure of the brain, and there is evidence that ADHD may have a genetic component as well. Unlike typical learning disabilities, which need instructional interventions, ADHD can be successfully treated with medications and behavioral therapies. 3. Dyscalculia Math is another major area of concern when it comes to learning disabilities. While difficulty with reading can affect a student’s ability in math, some students also suffer from dyscalculia, which is a disorder that specifically affects one’s math capabilities. Dyscalculia can range from an inability to order numbers correctly and extend to limited strategies for problem solving. Students with math disorders may have trouble performing basic math calculations, or they may have difficulty with concepts like time, measurement or estimation. 4. Dysgraphia While reading disabilities receive the most attention, writing disabilities can be equally difficult to overcome. These disabilities are known as dysgraphia. Dysgraphia can be related to the physical act of writing. These students often cannot hold a pencil correctly, and their posture may be tense while trying to write. This leads them to tire easily, causing discouragement that further inhibits progress. Dysgraphia can also refer to difficulty with written expression. With this type of disability, students have trouble organizing their thoughts coherently. Their writing may be redundant or have obvious omissions that affect the quality and readability of the text. Dysgraphia may also cause students to struggle with basic sentence structure and grammatical awareness. 5. Processing Deficits Learning disabilities are also connected to processing deficits. When students have a processing deficit, they have trouble making sense of sensory data. This makes it hard for students to perform in a traditional classroom without instructional supports. These deficits are most often auditory or visual, and they can make it hard for students to distinguish and remember important information that is needed to succeed. These five learning disabilities can manifest with varying degrees of severity, and some students may struggle with more than one. By understanding these disabilities, it is possible to find workable solutions so that every student can succeed in the classroom. Technology in the classroom can be so much more and so much better than the stereotypical cell phone going off in the middle of class. Technology can actually be a major tool, both in terms of pedagogical resources and in terms of connecting with the younger generations. But how does this work? The top seven important concepts to understand when examining the use of technology for educational or instructional purposes include: 1) Active engagement with the learning material. Technology is interactive, and students learn by doing, researching, and receiving feedback. This helps students become passionate about what they are learning. For example, they may study geography using interactive software such as Google Maps or Google Earth, instead of looking at a picture. 2) Use of real-world issues. This model encourages the use of real-world problems in the classroom. By using the Internet, students can research real issues happening at that moment that are related to the classroom curriculum. This helps students understand that the lesson being taught refers to real problems and real people. 3) Simulation and modeling. Simulation software helps to bring to the classroom real activities that would be impossible to see without technology. By using specific simulation tools, students can see planetary movements, how a tornado develops, or how dinosaurs lived. Modeling software offers similar features. Instead of the static models used in previous decades, these tools allow students to see the dynamic characteristics of models. 4) Discussion and debate boards and forums. By using the Internet or software tools, students can create online groups, Web pages, and virtual communities that connect them in real time with students and teachers anywhere around the world. They can receive feedback from their teachers and share questions and concerns about their lessons. By listening to and reading about others’ opinions and feedback, students refine their thinking, reaching higher levels of comprehension and deeper understanding. Online communities also present the opportunity for students to interact with others around the world. 5) Working groups. Technology-focused education doesn’t involve a class of students learning by themselves, staring at a book. Working groups foster group activities, discussions, and debates, and they encourage the establishment of democratic group dynamics. 6) Coaching. Teachers play more of a coaching role these days. They aren’t just instructors who deliver a lesson. Rather, they support and guide student activities as coaches do. They provide feedback and coaching to the class so that students receive the appropriate information and academic training. Teachers guide students in developing skills in problem solving, research, and decision-making. 7) Formative assessment. Teachers ensure that students are learning not only the concepts, but also how to use the technology resources they have. Technology-focused activities mostly require critical-thinking and problem-solving skills. Teachers work as facilitators, providing constant feedback, enabling students to achieve deeper levels of understanding. Teaching is all about introducing students to a whole world of concepts that they didn’t know about yet. Technology in the classroom is like a foray into modern invention – and you get to be the expedition leader. Rather than viewing digital devices and Internet spaces as a threat to your duties, view them as unexplored areas of growth for both you and the young minds trusting you to show them what’s out there. Hi everyone! I believe that this topic is very close to us who are learning English. We are humans. And we tend to make mistakes(which is okay for us to do that). The reason I publish this post is to give insights on the grammar errors that we usually make and to highlight the right "words" so we can avoid making them again in the future. :)
1. ME, MYSELF, AND I We all need to look out for number one, and that includes knowing how to refer to ourselves. In the case of me, myself, and I, the best tip is to remove all other people from the sentence to see whether it still makes sense. For example, “Jesse and myself are studying the periodic table” would not sound right if you removed Jesse from the sentence. Myself would need to be replaced with I. Or how about this trickier example: “Mr. White gave an assignment to Jesse and I.” Again, remove Jesse, and “Mr. White gave an assignment to I” does not work. Instead, change I to me. Me is the object of a sentence, as in “give me more knowledge,” or “Mr. White taught chemistry to Jesse and me.” Myself should only ever be used to describe yourself as the object of a sentence, as in “I read Walt Whitman’s Leaves of Grass to myself this morning.” 2. YOU’RE AND YOUR; THEY’RE, THERE, AND THEIR; IT’S AND ITS For some people, the rules for these words are obvious. Other people struggle to remember which word should be used where, and that’s understandable. After all, they all sound alike! Your is the possessive form of you, as in “chemistry is your favorite subject,” while you’re is a contraction of “you are,” as in “you’re really good at mixing chemicals!” Similar to you’re, they’re is a contraction of “they are,” as in “they’re getting a Fleetwood Bounder RV.” There describes a place, as in “we should go over there.” And lastly, their is the possessive form of they, as in “their favorite color is blue.” It’s is a contraction of “it is,” as in “it’s a good day to work together.” Its, on the other hand, is the possessive form of it, which is confusing since possessives in English typically use an apostrophe. No wonder so many people get this one wrong! Example: “Its color was tan with yellow, orange, and red stripes down the side.” 3. ENDING SENTENCES WITH PREPOSITIONS Although this one’s not so much a rule as it is a suggestion, the general principle is still important for college students to be familiar with. It can make for choppy writing when prepositions are dangling at the end of sentences, the rule for which many people lack an understanding of. Did you notice that the previous two sentences ended in prepositions? Any words you could use to describe where a squirrel went--on, off, at, onto, over, and approximately 150 more words we call prepositions—should not be placed at the end of a sentence unless an alternative structure would sound equally as awkward. For example, “What did you step on?” sounds more natural than, “On what did you step?” But, “The general principle is still important for college students to be familiar with,” may be improved by saying, “It is still important for college students to familiarize themselves with this rule.” 4. COMMAS AND SEMICOLONS Some people play fast and loose with commas, inserting them anywhere their voice would naturally pause in a sentence. But that’s overkill, since we likely pause way more in speaking than we do in writing. Here are a few clear rules to keep in mind regarding commas: Use commas to separate independent clauses when they are joined by conjunctions, as in, “Mr. White likes chemistry, but many of his students find it boring.” Use commas after introductory clauses, phrases, or words that come before a main clause, as in, “After learning about chemistry, I felt like I could conquer the world.” Semicolons, on the other hand, are used to separate two clauses that relate to each other and could potentially be written as two separate sentences. Example: “I woke up early today to study chemicals; I’m really tired, but very intellectually fulfilled.” 5. USING PASSIVE VOICE Now that we’ve covered some of the more basic grammar mistakes, let’s dive into the nitty-gritty. Or, if we were to use passive voice, the more in-depth grammar rules will be discussed next. Passive voice is not an inherently incorrect use of grammar; it just lacks pizzazz and weakens an otherwise clear and direct sentence. It occurs when the subject and verb relationship is not as clear as it would be in active voice. For example, in the sentence, “We are reading Walt Whitman,” we is clearly the subject and reading is the verb. In passive voice, however, the subject/verb agreement becomes convoluted, as if some unknown force swooped in and did the reading, such as, “Walt Whitman was being read.” If you find yourself writing too many passive sentences (unless it’s for legal documents), try going back and turning those passives into actives. You want your sentences to show up to work on time and be professional, not lounge around in their pajamas all day playing video games. There has been a revolution happening between the Education 1.0 to Education 3.0. This revolution happened due to some factors such as the advancement of technology, students' learning styles and others. According to one of the article published by Educatorstechnology, we can actually learn how to be a great teacher. There a knowledge that students get by taking a degree in Education.
What a Degree in Education Can Teach You For the most part, the educational requirements for becoming a teacher are rigorous. Teachers must complete a 4-year bachelor's degree in the field, a teacher prep course (sometimes these are combined), many hours of supervised real-world teaching and, oftentimes, a master's degree. In an undergraduate program, teachers learn fundamentals like:
What Practicums Can Teach You A practicum, the real-world, supervised portion of a teaching program, is where good teachers are forged. You have a chance to put all those theories you learned in the classroom to use and you can start to get a feel for the job. In a practicum, teachers have the opportunity to:
1. Incorporate images: Images aid comprehension because they “allow students to expand their language skills by attaching the word to a more concrete representation” Allowing students to draw out words on paper or digitally is another fun way to include images, and it gives students the reins to express themselves as they learn. Students can demonstrate their comprehension of an audio or text by drawing a detailed image, and then tell what they drew aloud or in writing. 2. Provide sentence starters or a word wall: Asking and answering questions in the target language requires repeated practice—and builds confidence. Often times, starting off a sentence for students in the target language when you ask them to speak or write is just what they need, especially if they struggle with their oral or written expression in the target language. Creating a word wall with sentence starters to help with common questions such as, “May I use the bathroom / go for a drink?” or “How do I say this word in Spanish?” or “Repeat, please!” is another way to incorporate sentence starters. You can display posters to create a word wall with the sentence starters you feel are most relevant to your class. The Virginia Department of Education guide suggests focusing on a particular sentence starter for several days to give students repeated practice. 3. Follow routines: Repetition is necessary for students to successfully acquire a language. For those who struggle with perception, processing, or expression in the language, a set daily routine helps to maintain consistency and aids comprehension. The Virginia guide says, “For students to really integrate a word/expression into their own language, it is generally accepted that the student needs to be exposed to the term at least 30 times” (p. 37), and that’s easier to track if you have set routines. Routines give students practice as they perceive, process, and express themselves in the new language. 4. Act it out: Rather than drilling students on new chunks of vocabulary, make language learning more active by incorporating gestures. When teaching about hobbies or interests, for example, act them out—when reciting the verb “to run” or “to draw” aloud, perform those actions. Allow students to make gestures along with you. Implementing physical response strategies serves as additional reinforcement to build students’ comprehension of oral or written language. Try playing charades, with one student acting out a word or phrase and the others guessing what it is in the target language. 5. Consider wait time: Students may need more time than you may think to formulate responses. Allow them to process a piece information first by waiting for several seconds before asking for answers: “Generally, students learning a foreign language need between 18 and 30 seconds (or more) to process the target language before being called on to respond to questions in class or in writing” (p. 34). Waiting for up to 30 seconds before calling on students will give everyone a chance to feel successful and participate. Likewise, posing a question and allowing students to turn and talk before speaking to the whole class will assist them in building the confidence they need. Collaboration. Communication. Critical thinking. Creativity. - Should be present in all classrooms. Watch the video down below to listen Joe Ruhl explaining why these 4Cs are important for teachers. Pedagogy Vs Andragogy: 5 Main Differences
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