Review classmates’ posts and respond. Compare the answers your classmates gave to your own. Distinguish any differences between age of the students and information conveyed, activities chosen, and/or proficiency levels or competencies addressed in the post. For distinguished peer responses, respond with a minimum of five sentences that add to the conversation, and refrain from evaluative posts (i.e., You did a good job.).
PEERS POST:
Two common ideas I am seeing throughout the course text are functioning effectivity in English both academically and socially and acquisition. It is important for students to be proficient in English both academically and socially to be successful (Piper, 2015). As educators, it is important that students who are not proficient in English learn how to read, write, speak, and listen in terms of becoming a fluent English learner. Socially students need to be able to communicate with fellow peers and teachers within the classroom and those outside to aid in continues success in school and at home. Acquisition is important because it is the first step to learning the English language and key to a child’s development (Piper, 2015).
The affective filter can impact language learning because they serve as learning barriers in a child’s development (Piper, 2015). Motivation, attitude, anxiety level, and self-confidence are all elements of affective filters. These alter a child’s learning and can impede on their ability to success. Educators need to be aware of these obstacles in order to overcome them and help their students be proficient English Language Learners.
Affective filters and cultural shock are related because they are both factors that play a role in a child’s development and ability to learn (Piper, 2015). Like cultural shock, affective filters are also possible struggles or challenges a child who does not speak English as they primary language may face that will interfere with their ability to learn. Cultural shock and affective filters can both be overcoming in the classroom being making it a comfortable environment for learning that is tailored to each child’s specific needs.
Tori Davies
Resource:
Piper, T. (2015). Language, learning, and culture: English language learning in today’s schools. Bridgepoint Education.
MY POST:For working with ELLs, summarize two to three themes/common ideas that you are seeing in the resources and why these are important to understand?
The first theme is young dual language learners. Educators and researchers have been focusing more on our youngest ELLs in recent years. The term “dual language learners,” or “DLLs,” refers to these kids, who range in age from zero to eight. The phrase “DLL” recognizes that young children are still actually expanding both their native language(s) and another language. The other theme is assisting students who have experienced trauma. We must devote even more attention to helping ELLs and their families on a social-emotional level if we want to be aware of what is going on in the world and locally. Identifying and properly reacting to trauma that can seriously damage our ELLs, frequently without educators’ knowing that they are experiencing trauma, constitutes part of this support for ELLs (Janzen, 2008). The final theme is dual language programming. Fluent communicators of the partner language and fluent English speakers join together in dual language programs to receive education in core subjects both in their native tongues.
Examine how the affective filter can impact language learning.
Negative emotions that impede and block language acquisition include lack of motivation, low self-esteem, and learning anxiety.
Explain how affective filter and culture shock are related.
An analogy used to explain a learner’s sentiments that influence the relative success of second language learning is the affective filter. The phenomenon of culture shock can impair ELLs capacity to learn. The need to learn a new language, frequently very quickly, is one of the root causes of culture shock, and language anxiety or panic can make it more difficult for learners to pick up a new language.
References
Janzen, J. (2008). Teaching English language learners in the content areas. review of Educational research, 78(4), 1010-1038.
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