Second Language Acquisition

You are teaching a fifth- to sixth-grade class that was developed for students who are ELL only, with the expectation that they will soon participate in the high stakes testing and be included in the general education classroom.

The class consists of students from Japan, Korea, and China. Most of the students know a few English words, but will only use them when specifically prompted.

You notice that although all the students are friendly to each other, the feel most comfortable talking with their peers who share their common native language. Sometimes when walking by a group during free time you suprisingly hear a word spoken in English such as playground or cousin.

You know from your research prior to teaching this class that in East Asian countries, students are taught "passive learning" where they are discouraged from answering first, but rather reflect on giving a thorough response. Watch the two videos on second language acquisition:

Stephen Krashen, An Interview

About Krashen's theory of Comprehensible Input

The Everyday Language Learner Interview Series: Dr. James J. Asher

Dr. James Asher on Total Physical Response.

First, explain how passive learning may be detrimental in a traditional American classroom, and reflect on the strategies both researchers have presented and devise a plan on how you could reach these students language needs best. Explain your thought process, and be sure to cite at least one additional scholarly source when defending your position.

Guided Response: Respond to at least two of your peers to extend what has been written to include practicing more active learning outside of school including English language enrichment. Suggest ways to include family members into addressing the student's language needs from your own experience, what you've read this week in class, and your own research.