https://padlet.com/hagedornsamantha/zr5jn84r8x89 Samantha, Elizabeth, Joseph, and Cherie en-us 2018-01-17 21:21:22 UTC 2023-04-29 21:08:50 UTC hello@padlet.com iloveteaching13 https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222853726 2018-01-19 16:40:26 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222853726 iloveteaching13 https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222858528 2018-01-19 16:50:22 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222858528 https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222861303 2018-01-19 16:56:48 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222861303 iloveteaching13 https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222862965 2018-01-19 17:00:59 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222862965 iloveteaching13 https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222864865 2018-01-19 17:05:47 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222864865 hagedornsamantha https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222958020 Per Krashen’s findings, this is believed to be a controller in how much comprehensible input actually gets through to the learner. In other words, other factors, such as low self-esteem or anxiety, may play a role in what the learner is able to attain. These factors in a sense “keep out” the information, even if the learner understands the input. Part of our role as teachers is to help lower this affective filter so that more language is attained by the learner (Wright 2015, p. 52). Below is an example of what the affective filter looks like, which I found from the Language Acquisitions PowerPoint by Dr. Lopez (graphic curotesy of Krashen) from this week. 

]]> 2018-01-19 21:23:08 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222958020 hagedornsamantha https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222958147 The monitor hypothesis is like an internal correction software, similar to Spellcheck in Microsoft Word. According to Krashen, “we can use learned language to monitor or inspect what we acquire and then correct errors.” Krashen makes sure to note though that this monitor helps learners to be more accurate, but truly acquisition of language is what helps fluency and accuracy the most, (Wright 2015, p. 51). ]]> 2018-01-19 21:23:48 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222958147 hagedornsamantha https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222958227 This is a theory developed by Krashen and is the most important hypothesis. This directly address how language is acquired; originally this was called “the input hypothesis” but was later renamed the “comprehension hypothesis,” in hopes to align with what it is about. This theory suggests that language is acquired through understanding messages, or in other words obtaining comprehensible input. “That is, we acquire language when we understand the things we hear or read,” (Wright 2015, p. 51). ]]> 2018-01-19 21:24:15 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222958227 hagedornsamantha https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222958356 This theory is built upon the findings that a learner’s proficiency in their second language is dependent on their proficiency levels that they achieve in the learner’s native language. In other words, they use the two languages together in order to learn and acquire the second language. It is a transfer of knowledge and skills from the first language to the second language, (Language Acquisitions PowerPoint, 2018). ]]> 2018-01-19 21:24:56 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222958356 hagedornsamantha https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222958557 This is an important domain for teachers and adults alike to be aware of. According to Vygotsky, this is an area in which children are able to reach higher levels of knowledge and performance with the support of teachers, adults, or a more knowledgeable person. This is when appropriate scaffolding for a lesson comes into play and can be extremely beneficial to our learners. ELLs can learn and develop core communication skills through the Zone of Proximal Development, according to Zwiers and Crawford (2011), (Wright 2015, p. 57). ]]> 2018-01-19 21:26:01 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222958557 https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222971346 2018-01-19 23:40:22 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222971346 https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222971846 2018-01-19 23:49:07 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222971846 https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222972079 2018-01-19 23:56:35 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222972079 https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222972213 2018-01-20 00:01:46 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222972213 https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222972570 2018-01-20 00:10:23 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/222972570 jscaccia https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/223047743 2018-01-20 22:00:42 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/223047743 jscaccia https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/223181480 The Written Example that I want to focus are on pages 8-11. Pages 8-11 focus on students named Sulmana, Fanta, and Madiha. Sulmana fluent in both English and Urdu; Kanta's home language is Punjabi and did attend an English medium school in Pakistan; and Madiha's English was minimal, but her Urdu was very fluent.]]> 2018-01-22 02:25:24 UTC https://padlet.com/hagedornsamantha/zr5jn84r8x89/wish/223181480