Second and Written Language Acquisition Textbook Activity
Directions: Label each activity (L) for a learning or (A) for an acquisition view. Some activities can have both labels.
I approached this activity after I had read and highlighted portions of the chapter for information on both teaching style views and positions. The Learning based approach tends to follow the priorities of grammar, spelling, and handwriting as the teacher lesson plans for second language learners. They need lessons to be filled with practice drills and worksheets to prove they are understanding small parts of English. If students make mistakes, they are corrected right then.
The Acquisition based approach for English Language Learners have small group and pairs work on projects together to interact and pick up new vocabulary as they learn the curriculum standards through content. The Acquisition answers below are for activities that do not solely focus on parts but the purpose which is to understand what is beyond the word written or said. It is the big picture brought into planned teachable moments. There is a focus on scaling the information and work load, so student gradually become responsible for completing the work individually over a period of time. The students in this type of classroom are exposed to different genres, texts, and types of reading groups. Students may edit their work after they are finished writing the content.
The Teacher
- Learning (L) Teaches grammar points in an orderly sequence.
- Acquisition (A) Involves students in role play of historical events.
- (A) Provides students who are at different levels of proficiency with options for completing an assignment.
- (A) Supplements instruction with visuals and realia.
- (L) Has students practice dialogues.
- (L) Pronounces minimal pairs (words that sound nearly the same, such as chair and share) and has students circle the correct answer on a worksheet.
- (A) Uses gestures to help make input comprehensible.
- (A) Pairs more and less proficient students during a classroom activity.
- (A) Has students work in small groups to complete a hands-on activity.
- (L) Corrects students when they make errors in their pronunciation or grammar.
- (L) Assigns students grammar exercises to complete as homework.
- (A) Teaches both language and content and writes both language and content objectives.
The Students
- (L) Repeat a dialogue after the teacher.
- (A) Work in pairs to complete a Venn diagram comparing and contrasting birds and fish.
- (A) Point to their hands, their feet, their head as the teacher gives them commands.
- (A) Complete the basic sentence “The baby drinks_____)” filling in words milk, juice, and water the teacher supplies.
- (A) Work in pairs to write a summary of a limited text picture book about whales.
- (A) Draw the events of a story the teacher has read in sequence.
- (L) Change the verbs in a paragraph from present tense to past tense.
- (A) Work together to create a moral of the life and plants in the rain forest.
- (A) Translate the opening passage of the classic Don Quixote into English.
- (A) Act out a play they have written about the first Thanksgiving.
- (L) Memorize a list of food words.
The Teacher
- (A) Preteaches vocabulary.
- (A) Does a shared reading with a big book.
- (A) Makes sure that students only read books that fit their level.
- (L) Has students segment words into phonemes.
- (A) Writes words the students dictate for a story and has students help with the spelling of difficult words.
- (A) Asks students to look around the room and find words starting with a certain letter.
- (L) Uses decodable text.
- (A) Sets aside time for SSR each day.
- (L) Teaches Latin and Greek roots
- (L) Has students meet in literature circles.
- (L) Conducts phonics drills.
- (A) Chooses predictable texts.
- (A & L) Teaches students different comprehension strategies.
- (A) Does a picture walk of a new book.
- (L) Uses a variety of worksheets to teach different skills.
(L) Look up words in the dictionary to write definitions.
- (A) Make a Venn diagram to compare two stories.
- (A& L) Practice sounding out words.
- (L) Read in round robin fashion.
- (L) Correct peers when they make a mistake during reading.
- (A) Identify words on a big book page that start with the same sound.
- (A) Group cards with classmates names by criteria such as first of last letter.
- (A) Write rhyming poetry and then discuss different spellings for the same sound.
- (L) Ask the teacher how to spell any word they don’t know.
- (A) Read a language experiences story they have created with the teacher.
- (A) Work in pairs to arrange words from a familiar chant into sentences.
- (L) Divide words into syllables.
- (L) On a worksheet draw a line from each word to the picture that starts with the same sound.
- (A) Make alphabet books on different topics.
Freeman D., & Freeman Y. (2014). Essential linguistics: What teachers need to know to teach. Portsmouth, NH: Heinemann.
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