What is the impact of socio-cultural perspective on education?
There are a varied impacts of socio-cultural perspective on education and classrooms more generally. This is evident in how in acquiring another language (specific to L2), children and youth are able to gain deeper insights into their own identities and ideologies, as they acquire a stronger understanding of various cultures. This perspective further explores how L2 languages are never just solely about the language, but rather it is about being a competent, engaged, and valued social being. I felt that this was related to the social dimensions of learning, as we discussed as a group the importance of context and the role that it plays within language development. We explored how our students contexts shapes their meaning, where for example, if one sentence could mean something different depending on the situation. Within each of these theories, we see the importance of the social arenas that youth/classroom is made up of, and how it impacts its learners in various ways.
Personal Reflections on ELL in Core French Class
In being exposed to growth mindset theory, I appreciate acquiring the knowledge as to the benefits of ensuring that the classroom is inclusive to all of its learners. While I have gained an overview of the theory, I would love to learn more applicable skills and strategies as to how I could practice this within my classroom.
Personal philosophy in regards to ELL learning’s in CF
My personal philosophy in regards to ELL learning in CF is to be as open and inclusive as possible. I feel that based on our discussions in class today, that as teachers it is our responsibility to provide our students with any beneficial opportunity. This became all the more clear, when we heard our guest speakers personal experience within this process, and how it helped her grow and develop her English speaking and grammar skills. This was a perspective I had not heard before, and it made complete sense to me that ELL students should be provided the same opportunities as mainstream students.
The article Principles of Interactive Language, reviewed a series of ten principles that discussed different approaches to teaching French. Much of what we discussed about this specific reading related to the physical and social environment in which students are learning, and the role of classroom community, and how each of these help influence the development of teaching language. Principle two in particular really stood to me when the author discussed how the “content of relevance to the life interests and future career of the student brings the language alive and sparks motivation to use it actively.” My teachable subject is Social Studies, and I observe that when the lessons were focused on just reviewing the historic content and memorization that the students were increasingly disengaged. Yet, when I made the content relevant to their lived experiences, and how the past increasingly is influencing our future, all of a sudden their was peaked interest and higher student engagement. Making the material relevant to the students lived experiences is increasingly important for ensuring SLA success.
What matters in the linguistic environment is not simply “what’s out there” physically or even socially surrounding learners, but rather what learners make of it, how they process (or not) the linguistic data and how they live and experience that environment. Discuss and reconcile this statement in relation to the article boys in FSL”
This week's reading Boys and French as a second language: A research agenda for greater understanding by Scott Kissau and Miles Turnbull, really resonated with me, as it documented much of what I experienced in French Immersion. The lack of boy/male representation was something that was very obvious to my pre-teen self, and even more so for my little brother, who by the time he started grade six found himself being, for the second year in a row, the only boy in his class. This had a huge influence on his schooling experience, and eventually he ended up switching into mainstream English program, simply because he felt isolated based on his gender. I really appreciated the articles analysis on how this process, the lack of male representation in these classes, comes to be influenced by the socialization of boys and men, and how second languages are “feminized” by school counsellors and teachers.
Oretega discussion and reflection on cross linguistic influences. On page 38, Ortega takls about “markedness and L1 transfer” - discuss and explain the concepts in your own words and provide an example of a form more “marked” in L2 (French/Spanish) than L1 and vice versa.
Markedness and transfer represent the diversity and layers of Second Language Acquisition, as it demonstrates that within the SLA process, that their is an accessibility hierarchy. In our growing and diverse world, where learning multiple languages not only provides increasing accessibility and more opportunities, markedness demonstrates that individual perceptions determines how we navigate which languages we wish to learn.This is inevitably influenced by our mother tongues and the primary languages (L1) that we initially learn, and how we tend to seek our languages that may sound or have similar grammar to our primary language. An example we discussed in our groups was the similarities between Dutch and German.
Monolingual competence should be the default benchmark of language development.
If so, why is this significant? Problematic?? What has been your experience with this approach?
Today we explored the topic of Second language acquisition (SLA) and discussed how we as teachers can develop and utilized our skills in encouraging students to learn more than one language in and outside of the classroom. Our group definition of monolingualism focused on it being the primary language children learn growing up, which we often perceive to be as one singular primary language, which is predominantly perceived to be English. We felt that this is a problematic perspective, as it overlooks and simplifies the fact that “in many parts of the globe, most children grow up speaking two or more languages simultaneously [and that] these cases are in fact the majority in our species”(Ortega, 2009). In my own personal experience, monolingualism was prevalent, as it was assumed and believed by many of my teachers, that most of the students beginning and continuing in the French Immersion program at my school, primarily only spoke English, and French was to be viewed as “in addition” to it.