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Embedded within the assignment were the general principles of language acquisition, as this was one of the course objectives. We addressed the misconceptions our students had about the language learning process. According to Krashen (1982), language is best acquired when the input is comprehensible (i.e., meaningful, interesting, little beyond current level) and when the learning environment is positive. Through this assignment, teachers actively engaged in their own language learning process and realized their own misconceptions about the principles of language acquisition. In addition, they became more aware of the importance of developing teaching strategies to serve the learning needs of ELLs.
The participants' initial reactions to this assignment ranged from feelings of frustration to confusion and discouragement. However, by the conclusion of the project, their attitudes evolved. They wrote in their learning journals that their participation in this assignment proved to be valuable, rewarding, and positive. Without the active-learning assignment, they said, they would not have understood the intimate experience of being an ELL. It allowed them valuable insight into the difficulties faced everyday by ELLs. Teachers also stated that in order to complete the assignment, they needed to enact the language principles and strategies learned in class. They appreciated the opportunity to put theory into practice.
Instead of lecturing to the teachers, we engaged them in constructivist learning, therefore enabling them to gain knowledge through active participation and reflective practice. This assignment may be modified and applied to complement other disciplines as well.
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