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Prasad, G. (2021). Social Perspectives on SLA [Video]. eClass. https://eclass.yorku.ca/eclass/mod/lesson/view.php?id=503080&pageid=3921

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How will we know if we are proving too much support to the child where we are hindering their development?

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My connection to this quote reminds me of the importance we carry as educators, especially in regards to multilingual learners. We need to find that balance of what children are able to do on their own and where they may need assistance. But also keeping in mind to provide healthy challenges to the children to promote growth and development.

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"The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more acceptable peers"

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Prasad, G. (2021). Social Perspectives on SLA [Video]. eClass. https://eclass.yorku.ca/eclass/mod/lesson/view.php?id=503080&pageid=3921

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Do you think it is realistic to assume that our future students will be able to create positive social environment that will foster learning for their multilingual learning peers? What are some strategies in ensuring the rest of our class works in partnership with you as the teacher to create an ideal environment for a multilingual student?

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I chose this quote because I really enjoyed Gail's discussion and activity on the sociocultural perspectives. I think the message in this aspect of the lecture can be summed up to positive relationships between a multilingual learner and their teachers/peers can make a positive impact on their language learning. For starters, I think the shift in the terminology and labels stated in the quote are significant in empowering multilingual learners and allowing them to feel more confident. A term like "first language" may make multilingual learners feel a divide between themselves and their English speaking peers, while really putting an emphasis on their difference. However, a label like "emergent bilingual" is one that invokes self confidence, as well as a growth mindset in students. It's almost as if you change your communication from "you are not at that point in your learning" to "you are not at the point in your learning YET, and we will get there together." It's this shift in terminology and perspective that can make all the difference in the language learning process. I really do believe, and agree with all of you, that a POSITIVE sociocultural environment is necessary for second language development, especially one that includes support from an adult or a peer.

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"Terminology or labels matter. As we move from cognitive perspectives to sociocultural one, we see a reaction against terms that originated from cognitive theories… for example, native language. We begin to see the use of home languages, or emergent bilinguals etc."

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"Terminology or labels matter. As we move from cognitive perspectives to sociocultural one, we see a reaction against terms that originated from cognitive theories… for example, native language. We begin to see the use of home languages, or emergent bilinguals etc."

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Prasad, G (2021) Krashen's 5 Hypothesis [Video.]. eclass. https://eclass.yorku.ca/eclass/mod/lesson/view.php?id=503080&pageid=3917

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What are ways we as educators can help remove the affective filter for our students?

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The reason I picked this quote from our lecture is because I think it is a very important point for educators to remember. Students may have a bigger understanding of language then we are aware of but because of anxieties and self - consciousness they may be putting up barriers to their learning. It is for this reason important for educators to make their classroom environment as welcoming and encouraging as possible.

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"Affective filter controls how much comprehensible input gets through to the learner. Even though the learner may understand some inputs, anxiety, low self-esteem or linguistic insecurity - the affective filter will keep it out. The goal is to lower the affective filter to maximize comprehensible input".

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How can we create a classroom that reflects these theories?

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Prasad, G (2021) Krashen's 5 Hypothesis [Video.]. eclass. https://eclass.yorku.ca/eclass/mod/lesson/view.php?id=503080&pageid=3917

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"Helps explain why students make different amounts of progress even when they are presented with the same input"

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Prasad, G (2021) Krashen's 5 Hypothesis [Video.]. eclass. https://eclass.yorku.ca/eclass/mod/lesson/view.php?id=503080&pageid=3917

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What are some strategies teachers can use in the classroom to lower the affective filter for ELL's?

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The quote that I picked really reflects the way I interact with the Arabic language. I am not fluent in speaking Arabic and when I do attempt to learn more I find myself creating barriers. I believe my affective filter is always high when I try to learn which is why it has been a struggle for me. I always feel pressured to speak fluently because my parents do and my fiancé so the stress blocks my ability to learn at the best of my abilities. I always feel self conscious of my speech which is another affective filter that results in my inability to learn. I always tried to explain this feeling to my parents of why it is so hard for me to become fluent but no one seemed to understand thus this hypnosis really helped me put it into preceptive. I can use thus perspective moving forward in understanding my own learning as well as the learning of ELL's , I will be aware of their affective filter and attempt to help them lower it.

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“People acquire second languages only if they obtain comprehensive input and their affective filter is low enough to allow the input in. When the filter is down and appropriate comprehensive input is presented (comprehended), acquisition is inevitable. it is in fact, unavoidable and cannot be prevented. (1985, p.4)”

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I thought this theory was very interesting and I was able to make a connection with how I grew up. I think this theory has some truth behind it because the way you see yourself does have an impact on your learning and the way you speak english. I have always been very nervous about my writing and the way I pronounce certain words, I am not very confident with how I spoke english[ which took a toll on my learning because I was ashamed and did not

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What are some strategies that could be used to enhance second language acquisition?

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During high school Spanish was a mandatory language that all students had to take. The focus of the classes was to get students to construct sentences that were grammatically correct. I found it difficult to construct my own sentences because the structure of Spanish was completely different from English. I just could not get the grammar correct. Listening to the video explain why I was having such difficult time.

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Prasad, G (2021) Krashen’s 5 Hypothesis [Video]. eClass. https://eclass.yorku.ca/eclass/mod/lesson/view.php?id=503080&pageid=3917

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We acquire language in a particular order. The natural order cannot be altered. Drilling a student on grammatical items before they are ready to acquire it is or little use, they wont actually learn it that way.