Task 3 Sir Ros Sla.docx

Task 3 – Reflective Essay Integrating the theories of second language acquisition with practice in classroom makes the teacher in the best figure to teach young learners specifically in learning new language. Knowledge regarding theories of second language acquisition is beneficial especially to teachers for teaching new language to young learners. (Gambrell, Morrow and Pressley, 2007). I believe that a best practice might inculcate any technique or method that can be gained from experience and research which has been proven to be reliable and can lead to a desired outcome. The best practice in teaching must, first of all, involve a committed teacher who is willing to use all knowledge and techniques to ensure pupils success. The best practices here are intended to help teachers work with the young learners successfully and to increase the effectiveness in acquiring second language. The theories by Stephen Krashen (1982) that will be integrated to practice in primary ESL classroom are: 

The Input Hypothesis

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The Affective Filler Hypothesis

The input hypothesis is only concerned with acquisition, not learning. According to this hypothesis, young learners improve and progress along the natural order when receives second language input that is one step beyond current stage of linguistic competence. A critical concept for learning a second language is to increase comprehensible input and this comes from second language acquisition theories. According to this theory, learners must be able to understand the essence of what is being said or presented to them, for instance, the message must be comprehensible. In order to increase comprehension for the second language learners, teachers need to use various teaching techniques and strategies to ensure that second language learners understand the materials presented to them (Bylund, Abrahamsson and Hyltenstam, 2012). Linguists also believe that effective language instruction depends on providing input at one level of complexity beyond the second language learner’s level of linguistic competence, often expressed as “The i+1 formula” (Krashen, 1985; Schütz, 2007). Based on these theories, the language that contains one level of linguistic complexity beyond the learners’ level provides a challenge that helps second language acquisition. Therefore, teachers must be sure to make instruction comprehensible and yet not to use oversimplified language. Introducing new vocabulary and concepts to second language learners are essential. While introducing new

vocabulary and advanced topics, teachers should use a variety of teaching techniques to help the second language learners understand the materials presented to them. Several strategies for increasing comprehension input for young learners include: 

Provide relevant contexts. To make learning effective, teachers need to help the second language learners digest new concepts within the relevant contexts. For example, before exposing young learners to new concepts, teachers should provide background knowledge and contextual information.

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Using visual aids and physical artifacts. Visual aids and physical artifacts can convey meaning effectively. Visual aids function especially well when a piece of text cannot convey a concept. For example, a teacher can use gestures, pictures, and images to demonstrate a movement, such as closing the door, sitting down, or standing up, to help the young learners understand concepts in new language. For instance, multimedia CDs, digital tutorials, and the Web links provide an endless source of pictures, videos, sound, animation, and multimedia that can help the young learners to learn the content within a meaningful context (Dukes, 2005).

Stephen Krashen (1985) regarding the affective filler hypothesis claims that young learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to raise the affective filter and form a mental block that prevents comprehensible input from being used for acquisition. In other words, when the filter is up it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place. Learning is influenced by many factors and learning environment is an important one. Teachers must be cognizant of this fact and understand that they are responsibility to provide a healthy learning environment for all students to learn productively (Muijs, Harris, Chapman, Stoll, 2004). Theoretically, a positive learning environment is conductive and helpful especially for young learners. According to second language acquisition theories, acquiring a second language involves many affective factors. An affectively supportive environment is necessary for young learners because they respond to a new language positively only when environments are encouraging, supportive, motivating, and giving them confidence (Krashen, 1985; Ovando, Collier, & Combs, 2005). Affective factors usually refer to a student’s emotions and include aspects such as the student’s motivation to

learn, self-esteem, and comfort level in the classroom. Educators agree that affective factors can have a significant influence on young learner’s learning. Thus, in designing learning settings, educators should consciously create friendly, positive, less tense styles of teaching within an atmosphere that lowers young learners’ anxiety and provides affective support for young learners to learn productively.

Educators need to be thoughtful in planning lessons and view instruction as an interactive tool to reduce constraints, optimize opportunities, and maximize positive influences. Education is a bridge to enhance communication, understanding, and the human potential of all students including young learners (Fass, 1989). Instruction is an interaction that involves teachers, students, and content. Instruction also takes place in an environment that can offer both constraints and opportunities (Cohen, Raudenbush, & Ball, 2003). As school diversity increases, the challenge for teachers also increases. It is thus crucial that educators continue exploring and acquiring the knowledge and skills necessary to meet the needs of young learners.