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!”
