Module 1

After completing module 1 I can say that there is so much to learn about language acquisition. The reality of this hit me after re-examining a questionnaire that we were asked to reflect on at the beginning of and at the end of the module. I have included the questionnaire (click here for questionnaire) as it shows some of the issues that we have explored thus far in the course.

So far in this module I have learned that there are many factors that contribute to language acquisition: age, first language proficiency, motivation, support systems in schools, opportunities for socialization (both one-on-one and in casual group settings), and adjustment to new cultures (impact of “culture shock” as discussed in Many Roots Many Voices). One point from the questionnaire that I would like to reassess is “The most important factor in second language acquisition success is motivation.” My initial thoughts before proceeding with module 1 was that while not the most important factor, motivation plays a significant role in L2 (second language) success. If someone is persistent enough and immerses themselves in the language, they can succeed. But now I also think that motivation can only take one so far. I believe there are individuals who are “natural” language learners—they understand the components of language, pick up on language patterns, form the sounds of the words more easily, and transfer their existing language proficiencies to other languages. On the other hand, I believe there are also those who must work much harder and despite a solid effort, still cannot grasp certain language concepts. I am not implying that language is “you get it or you don’t”, but would compare it to words and numbers; for most of us, we are naturally better at one or the other.

I think that because there are so many factors that affect language acquisition, it requires a great deal of communication (with students, parents, schools, and the community) and effort from many groups of people to make second language acquisition successful and enjoyable. Everyone learns at a different pace, and the same can be said for ELLs (English Language Learners). This has implications for teachers working with ELLs. When teachers have an ELL in their class, they are not just teaching the student English. They are ensuring the student is comfortable and feeling included in the classroom, trying to soften the “culture shock” they may be feeling, reaching out to parents to identify their concerns about their child/children, and reporting back to administration about the student’s transition and success at various points in the school year, among many other things. This newfound knowledge will definitely carry with me to wherever I end up teaching and will remind me of the many roles I have as an educator of ELLs.

I have also learned that there are so many elements to linguistics- phonemes, phonology, morphemes, morphology, affixes (prefixes or suffixes), orthography (spelling), semantics, pragmatics, register, lexicon (vocabulary), and syntax (grammar). As an ESL teacher, where do you start? Each is so important to language and contributes to fluency. As I learned in Many Roots Many Voices, you need to keep it simple. Beginning with everyday phrases (“Hi, my name is…”, “Where/what/when/why is…?”, “I don’t understand” “Can you help me?”) will help ELLs communicate their basic needs, thoughts, questions, and frustrations as they get used to a new language/school/community. I think this new knowledge is something I will bring with me to China—keep things simple. I have also constantly reminded myself of the importance of modelling, and I believe that language acquisition is an area where modelling is essential. As teachers we must be aware of the language we use, tailor it to the proficiency of our ELLs, and “practice what we teach!”

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ESL Part I- The Course thus Far…

Just short of a month into the course, I’d like to make some general comments about ESL Part I.

The course is extremely organized, and despite being an online course, the amount of room for discussion is unlimited. It is easy to see that a lot of time has been put into preparing the web-based platform for students to navigate their way around the various resources made available. The module resources are easy to find, the instructions for tasks are clear, and I have yet to encounter any technical difficulties.

There are a multitude of conversation threads, started by course leaders, aimed at preparing us for the amazing trip ahead: what to wear, how to be safe in China, teaching ideas and classroom management, teaching supplies to bring, our fellow travelers and group leaders, small gifts/prizes we can bring for students, and how we will be assessed during our practicum. There are also conversation threads for our own inquiries, such as: food allergies or preferences, tech issues, and emergency contact forms. I have been thoroughly impressed by this organization and effort to prepare us.

Introducing Ourselves to the Group

The course began with a welcome announcement and an invitation to introduce ourselves via a conversation thread. It was a pleasure reading about everyone’s journeys and their intended plans as future (and some current!) educators. I was particularly excited to read about fellow graduating students who have gotten onto Occasional Teacher Lists, and those who have September plans to teach across seas. I look forward to meeting everyone in person to discuss their adventures!

It has been great being able to work on readings and activities at my own pace. I have always enjoyed this about online courses (mostly due to the fact that I am a nighthawk and have most of my intellectual epiphanies anywhere from 10:00 p.m. to 1:00 a.m.). The course-load is reasonable for an online, summer course. I think it is fantastic that it has been split into 3 “Modules” with recommended due dates for each to be completed.

Stay tuned for more about the course and what I am learning about English Language Learners!

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A little about me

For those of you who don’t know me, my name is Jenny-Lind Poulin. I am the third child in a family with two incredible older brothers and loving, supportive parents.

I am currently almost finished my final year at Brock University. By the first week of June, I’ll be able to officially call myself a teacher! It has been a long (at many times stressful) journey that has led me to many new friendships and self-discoveries. My practical experiences in the field throughout my 5 years have reminded me of the rewards and happiness that can come with imparting knowledge and skills to others, while my courses at Brock have reminded me that there is much to know and it is not easy being a teacher.

Nearing the end of my post-secondary education, I am excited to begin a new chapter in my life. While most of the time I am scared (do I really need to go out into the real world now?), I am also eager to begin working with students and putting into practice the many strategies and techniques I have been taught. It is a competitive career, but when is it ever easy to get a job? A worthwhile job should be one you must fight for, one that makes you set goals and step outside of your comfort zone in order to get to where you want to be.

When my class was asked at the beginning of teacher’s college to raise a hand if we were interested in teaching abroad, both my hands remained in my lap. When I received the e-mail regarding the ESL AQ course that included teaching experience in China, I hit delete. So how did I end up here, writing a blog for that exact AQ course? I began to realize how absolutely incredible this experience could be. I have heard and seen in my own placements how important ESL instructors are in a school. This is especially true in culturally diverse schools where students with English as a first language are the minority. By taking this course, I will simultaneously be learning about English language learners and how to help them succeed in school as well as improving my own teaching strategies that could benefit any struggling student.

Then there’s the trip to China. What better way to reinforce the coursework than to travel to another country to teach English? This is the definition of praxis! I am looking forward to experiencing another culture while having the opportunity to work with eager young minds. This career requires its employees to step outside of their comfort zones, be flexible, and take any opportunity to gain practical experience; this, is how I ended up writing to you.

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