conceptmap-1.docMy on-going objective is to explore all aspects of new literacies that can be used to optimize second language acquisition (SLA). Optimal SLA teaching includes direct instruction, comprehensible input, and instructor feedback. As Brian Cambourne points out in his article entitled, "Toward an educationally relevant theory of literacy learning: Twenty years of inquiry" [The Reading Teacher 49, 3 (1995)], engagement and relevancy are crucial conditions of learning that directly and indirectly affect all other conditions of learning in his literacy learning model. As Cambourne points out, "This theory of learning resulted in a predictable pattern of teaching practice (...) Repetitive drill and practice was the core teaching procedure employed." (op. cit., p. 183). This attitude towards literacy learning extended to SLA and foreign language teaching and gained the label of "audiolingualism" or Audiolingual Methodology (ALM). This language teaching method places the instructor as the central figure in the learning environment and it reflects the behavorist psychology with the structural linguistics research popular before the 1970s. Language teaching focus was on not allowing students to make errors, because errors were evidence of "bad habits".
It is only through a rich environment of comprehensible input that intake leads to acquisition of a second language, which is crucial for teaching all ELL students from non-English language backgrounds. All input is not comprehensible. It is through careful lesson planning that includes conscientious differentiation and accommodation that SLA teachers can meet the needs of all students.
Comprehensible input includes input in more than one medium (oral and visual) and that is contextualized in a context that is meaningful to the language learners. The new literacy of blogging and video conferencing provide further mediums for ELA teaching. This context also serves an important underlying purpose: that of motivational arousal. The aspects of motivation (goals, effortful behavior, desire to attain goals) provide the learner with a favorable attitude towards an activity, or what we consider ‘engagement’. We do not engage our students, but through comprehensible input that is in a meaningful context and is relevant to the learner, we provide the key ingredients for motivational arousal. Students engage themselves.
Reflecting on my exploration of new literacy modes for ELA learning, it was my desire to tap into these aspects of motivation so that I could elicit effortful behavior and favorable attitudes toward learning activities which is crucial to my goal of optimal SLA and ELA teaching. Attitude is everything!
3 comments:
I really liked the point you make about comprehensible input. I think that it is something every classroom should have and teachers need to take into consideration. And having students in an environment that has varied mediums of literacy means that our students are able to be supported in more than one way. Your comments about motivation are very meaningful. I notice in the field that when my students don't have any motivation they don't bother putting in any effort, but when they are challenged and given a goal and have encouragement and respect the students excel and become more engaged in the task. I really enjoyed reading your reflection. and indeed attitude is everything!
These multiple input conversations are becoming a wonderful habit. If only we could start a revolution of sound/visual/interactive learning!! It is a good reminder that students acquiring a second language need to address various forms of literacy beyond the printed word. Cultural literacy is usually included in second language classes in High School and beyond, however, how do we teach cultural literacy to our small ones who are here and learning as they go?
The standards for literacy depend on the context within which one functions. It is the culturally appropriate way of thinking, not the act of reading or writing, that is most important in the development of literacy. Unfortunately, most curriculum focuses upon the act of reading and writing, thus leaving cultural literacy to fall between the cracks of our GLCEs. Literacy thinking manifests itself in different ways in oral and written language in different societies, and educators need to understand these ways of thinking if they are to build bridges and facilitate transitions among ways of thinking.
If literacy not only involves competency in reading and writing, but goes beyond this to include the critical and effective use of these skills in peoples' lives, and the use of language (oral and written) for all purposes, then we are inclusive of children's cultural literacy. This definition involves critical thinking about what one reads, as well as expanding the term to encompass oral forms of literacy. If our government defines literacy as 'an individual's ability to read, write, speak in English, compute and solve problems at levels of proficiency necessary to function on the job, in the family of the individual and in society,' then this is a broader view of literacy than just an individual's ability to read, which is the more traditional concept of literacy.
This definition is important as it looks at literacy, at least to some extent, from a more contextualized perspective. The definition of 'literate', then, depends on the skills needed within a particular environment, hence "cultural literacy". Of note, also, is the emphasis on English, which all too often at the expense of the child's cultural literacy that he/she brings to English language literacy learning. My personal and professional goal (no matter what grade level or subject matter) is to acknowledge and address the cultural literacy of each and every student of mine at the classroom community level.
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