Chapter 6 talks about the listening skills of English Language Learners. The audiolingual method has been updated to include more meaningful texts/stories that a learner can learn from, instead of just reciting back phrases and sentences verbatim. This is an important aspect of the learning process, since when we are bored, we often do not listen as attentively – the mind tends to wander. I like the idea of authentic tasks to encourage listening and speaking. In my own experience with the Spanish language, I have learned the most when forced into real-world situations where I actually have to converse with a native speaker to make myself understood.
Dr. Diaz-Rico notes later on in the chapter that “pairing a new student with a bilingual buddy who speaks the same primary language as well as English eases the pain of culture shock.” This is a very humanistic and sensitive way to treat English learners, and especially those new to the country. Everyone needs to relate to somebody, and I view this as an effective way of helping the student both socially and academically.
Response #1: I like what Joseph Magda writes on his blog about his own experiences with learning English. He writes that his “roommate from Palestine and I would go over English words to achieve correct pronunciation. I can honestly say that it was a culturally enhancing experience.” This relation to another English learner was encouraging to him. I somewhat agree with him that “speaking is the main skill of oracy,” but want to note that listening is equally as important towards achieving oracy.
Response #2: Ian Caldon writes in blog that “not only do we need to look for more authentic tasks as instructor, but also make sure we have scaffolded enough so that they are achievable for the students.” I believe that authentic tasks are the key to ensuring learning success when it comes to language. Real-world situations, like filling out a job application, or ordering food at a restaurant, or opening up a bank account, are the best teachers since they are not only woven into the language skills, but part of the whole fabric of existence and learning in a different culture. Confidence is key when speaking a foreign tongue.
Dr. Diaz-Rico notes later on in the chapter that “pairing a new student with a bilingual buddy who speaks the same primary language as well as English eases the pain of culture shock.” This is a very humanistic and sensitive way to treat English learners, and especially those new to the country. Everyone needs to relate to somebody, and I view this as an effective way of helping the student both socially and academically.
Response #1: I like what Joseph Magda writes on his blog about his own experiences with learning English. He writes that his “roommate from Palestine and I would go over English words to achieve correct pronunciation. I can honestly say that it was a culturally enhancing experience.” This relation to another English learner was encouraging to him. I somewhat agree with him that “speaking is the main skill of oracy,” but want to note that listening is equally as important towards achieving oracy.
Response #2: Ian Caldon writes in blog that “not only do we need to look for more authentic tasks as instructor, but also make sure we have scaffolded enough so that they are achievable for the students.” I believe that authentic tasks are the key to ensuring learning success when it comes to language. Real-world situations, like filling out a job application, or ordering food at a restaurant, or opening up a bank account, are the best teachers since they are not only woven into the language skills, but part of the whole fabric of existence and learning in a different culture. Confidence is key when speaking a foreign tongue.
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