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Hello everyone! Here is my very rough draft on my case study.

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Growth mindset is a topic that has always been interesting to me. I first learned about it when a math teacher I had in high school was teaching us how we can adjust our attitudes towards a subject that many students have negative feelings towards. She taught us that the way we think will affect how we tackle tasks, even those that are completely new to us. It is normal for students to feel anxious towards academic challenges, but the mindset they have will define how they confront them. It is difficult rearranging the way we think when it's the mentality we have had for so long, sometimes all our lives. But, it is possible. Teachers should always keep the classroom as a safe environment for students to practice growth mindset. Students should feel safe making errors and have their teachers guide them both in positive mentality and literal corrections. Growth mindset is not something that can be taught for half an hour in a lesson, it needs to be implemented in every part of the school day.

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Hi everyone! This is my part two to Culture and Language Learning. This week's lecture really got me thinking about how perspective comes into play when learning about topic that span across different cultures. Languages from certain cultures might not have words to express events or have varying levels of intensity that belong to certain words. Not necessarily things that educators teaching a second language might realize. I think of it as an asset that students bring with them to the classroom. Much to think about and it adjusts my perspective quite a bit.

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Culture and Language Learning Concepts prt. 2

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This week's concepts are especially interesting to me because I am fascinated with culture. I always admired how there are so many different unspoken rules across ever culture. Customs/beliefs/values that are not necessarily talked about but largely agreed on depending on particular groups. This is something that educators need to take in mind with their students. Students can come from entirely different cultures from the one they are merging into. This means they they bring the beauty of linguistics, writing, and other academic aspects with them along with aspects of their culture that come from outside a classroom. However, it can also present challenges. What is acceptable in one culture might be considered disrespectful in the other. One custom might not exist in the other. Nevertheless, it is still important to learn about all out student's cultures because it is a big part of them and they will always take it with them wherever they go. It is important to value the individual.

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Hi everyone! This is my lesson plan for a Kindergarten Dual Immersion: English class. Students will learn about push and pull motions as well as how to change an object's direction.

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Hi! In this week's lesson plan, my students will identify key components of a book and demonstrate the proper method of reading the book.

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This week's key concepts were not only interesting, but important to learn. It brings to light the inner thoughts that learners may experience when learning a second language. It is more than the level of difficulty of language learning itself. It takes in negative inner thoughts, emotions, how a learner feels about themself and what drives them to put effort. Learning a second language could create obstacles mentally and emotionally. This is on top of trying to learn all the aspects of the language. As educators, we must be highly aware of this. We must keep in mind that if it looks that a student does not want to participate in language learning tasks, it does not necessarily mean that they genuinely do not want to put effort in. There are some emotional aspects that could be occurring causing the learner to struggle to overcome them. It is likely that learners will encounter the concepts we learned about this week and we must keep an eye out for it because they might not know how to ask for help. That is why we are there for.

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Cognitive Considerations of Language Learning

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Cognitive Considerations of Language Learning

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The concept terms for this week are very useful to know for my future classroom. One part that stood out to me were the theorists. Learning these new theories has shaped my perspective of how cognition works with language. One theorist that I agree with is Rogers. His theory resonated with me because I also believe that learning should be fun and students should be able to let their creativity run free while receiving encouragement. Students will actually want to learn more when they are interested in what they are learning. I plan on finding ways to make lessons creative and attention-grabbing while staying on topic. I can see this especially with language learners. They can become discouraged or embarrassed that they could fail. Making learning fun for them can get them motivated and looking forward to learning.

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Cognitive Considerations of Language Learning 

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I created a study guide for this week's topic where you match concepts to definitions. One part of this lesson that I think is extremely important to learn is the difference between corrections that teachers make with students. The way we address errors is significant to the way that student's apply corrections. It affects their attitude towards current/future errors. It might even make the difference between students persevering and causing discouragement. It is essential that we guide students down the right path with indirect correction with follow-up questions, repetition and recasting. I also enjoyed learning that certain elements from L1 can transfer to L2 but not everything and it might not always be towards the right direction. The results of the transfer can even vary based on the first language of a learner. It's fascinating that this is mostly subconscious, it is not that a learner means to say things a certain way but it just happens because they already have a base language. These are concepts important to know as an educator because we may come across language learners from different background languages. We will be better equipped to to help EL students is we are aware of the types of transfer that correlate to their L1.

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History of Language Teaching in the U.S.

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History of Language Teaching in the U.S.

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These concepts from this lesson are extremely important to know. There are many ways that language has been taught and each have their pros and cons. Some of these programs have been going on for so long that it seems expected to keep following them. However, it is important to remember that ESL students should not be assimilated into learning English. They bring with them another language that can be used as a great asset when learning English.

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History of Language Teaching in the U.S.

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My dream class for when I become an educator would be 2nd grade. I enjoy working with this grade very much. I have experience with all grade levels throughout elementary school and I have found that this grade level aligns well with how I can teach. This is a grade level where I can see myself introducing fun science or art projects. I would love to teach in a dual immersion program for English and Spanish. Having been part of a DLA program for 9 years during grade school, I found it to be very beneficial. I want to be able to help English learners learning English but also introduce and help students learn Spanish. I want to be able to assist students connecting with their culture if they come from Spanish speaking homes or introduce  this beautiful language to students who have never been around it before. In my future classroom, we will make the most put of learning different cultures around the world especially of those of my students. I plan to do this by incorporating food, dress, holidays and any special customs that my students want to share. I want everyone to feel appreciated. This is a big world we live in, there is so much to learn from each other.

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These are important concepts to know. Being aware of the various methods, approaches and techniques in second language acquisition helps educators find the one that best suits their students. One method might not even fit all the second language learners in the classroom. Not all students learn the same way. I can apply this in my classroom during the planning process. My knowledge of this topic will help me search for various approaches, methods and techniques to apply in my classroom. I think they will vary greatly from student to student and depending on the lesson.

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Second Language Acquisition Key Concepts

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I believe these concepts are important to know because they are part of the foundation of language. Since they are crucial to first language development, they must be understood to be able to help students develop a second language. I could use my knowledge of these concepts as a teacher to incorporate in my lessons. For example, I could apply the Interactionist Approach by including social interactions when teaching especially with a second language learner. Now that I am more aware of these concepts, I can include learning strategies that are enforce these concepts. My teaching methods will likely vary from students to students based on language proficiency level, but now I feel more prepared for this situation.

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Morphology: this is defined as the study of the structure of words, including their formation and relationships with one another.
Morpheme: the smallest meaningful unit in linguistics.
ex. "re", this is a prefix that can form part of a larger unit and is still considered part of language
Phonology: the study of speech sounds being used in language.
Phoneme: the smallest unit of speech used in language.
ex.: the words "sun" and "fun" are distinguished by the phonemes /s/ and /r/
Syntax: this refers to the structure of language relating to the order of words.
ex. correct English word order - The red ball rolls to the street (subject-verb-object)
Lexicon: the style of vocabulary of a person of branch of knowledge.
ex. the specific language used by people in Central Mexico, such as "chavallo" a slang term meaning "young"
Semantics: this is a branch of study that describes the meaning of words
ex. the word "fan" can mean a device that generates air for cooling purposes or a person that is interested in something
Discourse: (I had to search this definition because I was a bit confused on it) this is the exchange of communication between parties sometimes refer to as conversation
ex. Person A: "How was the baseball game the other day?"
Person B: "It was great! We won in the last inning."
Person A:" Wow, I wish I would have gone."
Pragmatics: how words are used in context.
ex. Person A: "I do not want my vase to  get broken."
Person B:" I'll play with the soccer ball outside."
(Person A did not specifically tell Person B to play outside but that is what they meant by the way they said what they said)
Non-verbal Communication: forms of communication that are not words.
ex. a person tensing up their arms when they are angry but not verbally saying that they are angry out loud