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We utilized qualitative research methods to analyze the students' work. The following themes were derived from students' learning journals:
- Language learning has to be meaningful to the learners; interesting and relevant topics must be incorporated;
- Non-verbal, contextual clues such as body language and other visuals are important to language learning;
- Language learning occurs best through meaningful use and interaction process;
Culture is embedded in language learning;
- Academic and social language is different;
- Language development issues are hidden within content teaching; therefore, teachers need to be aware of related issues and accommodate students accordingly;
- A positive learning environment is a must;
- Language learning is a long-term process.
As a result of completing the assignment, the participants came to understand that exposure to a language does not necessarily lead to its acquisition. Through their active participation in this assignment, the students in our course recognized that as teachers, regardless of their discipline, they play a key role in assisting students in English language development. They also realized that the teaching of ELLs is not the sole responsibility of language teachers, but that they too have a responsibility for developing the language skills of ELLs as well as teaching them content knowledge. In addition, perhaps most significantly, the participants developed empathy and understanding toward ELLs' experiences and instructional needs. Through this active learning assignment, the teachers not only shed their misconceptions about language acquisition, but also developed better strategies for educating ELLs.
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