Difference between revisions of "ELL Action Research About language learning and acquisition"
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[[Category:Action_Research]] | [[Category:Action_Research]] | ||
===Aim=== | ===Aim=== | ||
| + | Explore teacher beliefs regarding language learning and acquisition. | ||
| + | |||
===Materials Required=== | ===Materials Required=== | ||
| + | List of misconceptions relating to language acquisition and learning, including: | ||
| + | |||
| + | # Purpose of language as a subject in school is to pass the examination | ||
| + | # Written exams are the best and only feasible tool to find out whether children have learned | ||
| + | # A lot of writing practice is needed to learn language | ||
| + | # Children not learning communication skills in school is not a function of our pedagogy | ||
| + | # While speaking and writing one should never make errors | ||
| + | # We have to speak like ‘native’ speakers using either British English or American English | ||
| + | # Correct pronunciation is a very important thing when children are acquiring language | ||
| + | # Giving more space to L1 development reduces space for L2 development. | ||
| + | |||
| + | |||
| + | Teachers also need to engage with some deeper ideas of language acquisition | ||
| + | |||
| + | * Language is an arbitrary construction (the sound-script and the sound-meaning connections are arbitrary) | ||
| + | * The processes by which the first language is acquired by the learner need to be reflected on | ||
| + | |||
===Time=== | ===Time=== | ||
| + | This may be a 60 to 90 minute interactive session. | ||
| + | |||
===Process=== | ===Process=== | ||
| − | exploring and de-constructing common myths and misconceptions about language learning, with audio and text examples | + | Collaboratvely exploring and de-constructing common myths and misconceptions about language learning, with audio and text examples. |
| + | |||
| + | Initially, the session facilitator will ask participants to reflect on, and record language acquisition beliefs that are common and distinguish these based on whether they think these are valid or invalid | ||
| + | |||
| + | A mind map can be constructed from these discussions and categorized | ||
| + | |||
| + | Beliefs missed out in the discussions can be introduced by the facilitator, using any audio and text examples as available. | ||
Revision as of 07:33, 31 October 2023
Aim
Explore teacher beliefs regarding language learning and acquisition.
Materials Required
List of misconceptions relating to language acquisition and learning, including:
- Purpose of language as a subject in school is to pass the examination
- Written exams are the best and only feasible tool to find out whether children have learned
- A lot of writing practice is needed to learn language
- Children not learning communication skills in school is not a function of our pedagogy
- While speaking and writing one should never make errors
- We have to speak like ‘native’ speakers using either British English or American English
- Correct pronunciation is a very important thing when children are acquiring language
- Giving more space to L1 development reduces space for L2 development.
Teachers also need to engage with some deeper ideas of language acquisition
- Language is an arbitrary construction (the sound-script and the sound-meaning connections are arbitrary)
- The processes by which the first language is acquired by the learner need to be reflected on
Time
This may be a 60 to 90 minute interactive session.
Process
Collaboratvely exploring and de-constructing common myths and misconceptions about language learning, with audio and text examples.
Initially, the session facilitator will ask participants to reflect on, and record language acquisition beliefs that are common and distinguish these based on whether they think these are valid or invalid
A mind map can be constructed from these discussions and categorized
Beliefs missed out in the discussions can be introduced by the facilitator, using any audio and text examples as available.