Chapter 2: Second Language Aquistion

As a teacher, I never put so much thought into how my ELLs acquire their second language. I may have inquired about strategies to try to help them and may have done some light research, however, the in depth explanations that the text provide was very enlightening. All I all, there were a few common points that everyone shared.

(1) Teachers need to be very observant of their ELLs verbal and nonverbal responses while at school.  These cues have reasons behind them that may stem from cultural backgrounds.  If we teachers are not observant, we will never understand our students and their struggles.

(2) Second language acquisition takes time. As much was we want our students to be at grade level in terms of academic and social expectations, learning the expectations, norms, and language of another culture is not something that can happen over night.  So no matter how great the pressures that are placed on educators to raise student achievement, sometimes we teachers need to be reminded that learning a second academic and social language is not something that can be rushed.

(3) English learners face many obstacles before reaching proficiency. Because of this, allowing opportunities for trial and error, and for learning by doing, may help build the necessary confidence needed to face future academic challenges. A strong foundation will prepare English learners for more complex questioning that secondary schools and the job force may require.

In all tonight's jigsaw activity was a good one.  I'm am looking forward to applying it in the classroom.