Part 1
As human beings, we all share the experience of acquiring a language. So
Part 1
As human beings, we all share the experience of acquiring a language. Some of us may have the privilege of learning another language (or more languages) in addition to our first language. As language users and potentially language teachers, our own language learning experiences profoundly impact our beliefs and practices in language teaching. To reflect on and make sense of your language learning journey, you will create a language learning autobiography. This autobiography combines reflections on your past language learning experiences, a critical analysis of those experiences, and a discussion of the implications of those experiences on your beliefs and practices as a language learner, user, and potential teacher.
In your autobiography, start by sharing memories of how you learned your first/only language and your second/foreign language (if applicable). These memories could be related to experiences with family and friends, travel/study abroad, or formal/informal classroom language experiences. Next, draw on theories and concepts of first and second language acquisition to analyze and deepen your understanding of these experiences. Reflect on how these experiences have influenced your beliefs and practices regarding language learning and teaching.
To guide your writing, consider the following questions:
How many language(s) do you speak?
What language(s) did you speak at home as a child?
If you have learned a language other than your first language, when did you learn it? What level of proficiency did you achieve?
How were your first language and second language learning experiences similar and different?
How did your first and second language learning experiences influence each other? What SLA theories can explain the influence?
Did you want to learn a second language? What was your motivation? Did it change? Why?
If you learned a second language through instruction, what teaching/learning methods were used? Was it a positive learning experience? What SLA theories could you relate to?
Has your language learning experience been positive in general? Do you consider yourself a “good” language learner? Why or why not?
How did your language learning and identity development influence each other?
Please note that those questions are to inspire you for ideas, not assessment questions for you to answer one by one. Your autobiography should tell a coherent story and be in the format of an essay, not Q&A. Also, do not feel obligated to answer all the questions. Any relevant analysis and reflections are welcomed.
The language learning autobiography should be at least three pages and no more than five pages (12-point font, double-spaced). A bibliography is required even if you only cite course readings. Please refer to the APA formatting and style guideLinks to an external site. for the formatting of in-text citations and the reference list. The deadline for submission is 2/12 (Mon.) by 5:00 PM.
See examples of the language learning autobiography completed by former students here (example 1)
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and here (example 2).
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Part 2
After you have learned about the different theories of learning, you will have a chance to observe learning with a theoretical lens. This is where the Learning Theories Organizer
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comes in handy from the last few weeks. There are two ways in which you can approach this assignment: 1) You can look for an opportunity to observe learning in an informal setting. This can be at a home, the library, outside, or where a learning opportunity might present itself. You will need to look for some sort of learning happening, for example, you might see a parent or sibling teaching their younger sibling how to play a game. There are many opportunities to look for, but I do not want you to put yourself in a situation where you are just watching a child you do not know. You will observe the interaction for at least 20 minutes and write up an analysis that makes connections to the learning theories covered in class.The second option is that you will choose from a list of videos I will provide below. You will then watch the video and look for learning in connection to the learning theories we have discussed in class. You will then write up an analysis that makes connections to what you have learned. The video should not be less than 20 minutes. If you find another video that is not listed below, please send it to me to look over first.
https://www.youtube.com/watch?v=KRgIxK0WNis (Fraction lesson)Links to an external site.
https://www.youtube.com/watch?v=8R1hy3uHds0Links to an external site. (2nd grade vocal lesson)
https://www.youtube.com/watch?v=FG152JGTHzgLinks to an external site. (2nd grade science lesson)
https://www.youtube.com/watch?v=9KWX452cEvk&list=PLijFycbrI7jnfeqNATSO6dFf5KZmOivsN&index=13Links to an external site. (12th grade language arts)
https://www.youtube.com/watch?v=t8t3axJytqI&list=PLijFycbrI7jnfeqNATSO6dFf5KZmOivsN&index=20Links to an external site. (11th grade reading lesson)
https://www.youtube.com/watch?v=NkxJSwa_b3ALinks to an external site. (1st grade literacy lesson)
https://www.youtube.com/watch?v=bUcnP2Y3jYYLinks to an external site. (ESOL lesson)
After your observation, you will analyze your notes and respond to these prompts in essay format:
1) Before observing, how did you define what learning looked or sounded like? How did you define teaching? According to YOUR definitions, how might teaching and learning look and sound like?
2) Provide the context in which the teaching and learning took place. Don’t provide all the details, but where did it happen and what was happening? What was being taught? How were the children and teacher positioned?
3) You will use your knowledge of each of the theories discussed in class (behaviorism, social cognitive (Bandura), cognitivism, cognitive constructivism (Piaget), and sociocultural theory (Vygotsky)) to connect to what you observed. You will name the concept/concepts that you observe that are tied to any four of those theories. For example, if you see a teacher providing praise to a student or reprimanding students for a behavior, you might say that is an example of the teaching using behaviorism. You will not only name the theory and concept you observe, but explain why it is an example of the teacher using that theory and a connection to the class reading. The thoughtful connection to a course reading is the important aspect of this assignment. Avoid using direct quotes. I want to understand your own synthesis and connection between what you see/hear and what the readings tell you.
Provide at least four connections to the course readings that relate to what you observed and how it ties to the theories you are mentioning. Your connections to readings must be cited in APA format with references within the paper and in a reference section at the end. Look for APA citation tips and resources in the Helpful Links to an external site.Resources ModuleLinks to an external site..
4) Reflection: What did this observation teach you about your own lens or approach to how individuals learn and the role of context in learning? Remember when we talk about context, we are referring to the role of the teacher, what is in the room, a supportive/not supportive environment/role of the classmates, etc. Provide a critique or suggestion for something you observed the teacher doing/not doing.)
Parameters: 4-5 pages, 12 point font, 1.5 spaced, APA formatting (look in the Helpful Resources Module for resources on APA formatting)