Language

1, Language as a system.

Language-learning is the process that should be done step-by-step. According to Gleason and Ratner (2018), language-learning starts with phonological development, where sounds and sounds patterns are acquired. Followed by semantic development, learners at this stage will learn the meanings of words. The study of morphology and syntax will enable learners to put words together and form sentences. After this part, language learners will be able to use this language in social contexts and to develop communicative competence. Hence, there is no "once-for-all" approaches when it comes to language learning. Everything should be taught and acquired in baby steps. Once learners are proficient in a skills, teachers can guide them to move on to the next.

2, Language acquisition and development

As a native Chinese speaker, I started to learn English when I was 13. From my perspective as a student, the way that Chinese students learn English is totally reversed. Instead of paying attention to phonology or speaking, we would first start to learn morphology and syntax. Teachers would spend hours and make tons of efforts in helping students memorize the meaning of words and understand grammar, so that we can get a good score in our written tests. The whole language acquisition process is lopsided. We do not have enough training on communicative competence, and we lay too much emphasis on the grammar-translation ability. The teaching system has changed the language learning into a rote-memorization competition. After I become a teacher, my main focus has been test-prep for years. Although I teach language-proficiency tests like IELTS and TOEFL, in which speaking is an important part, I still cannot full apply the most scientific strategies of language development into my teaching. After all, test-prep revolves around test-taking techniques that should be acquired within a short period of time, and they would be very effective in achieving a high score in the exam. Pure language development, on the other hand, takes much longers, and it is possible for students to improve slowly. Therefore, no students or parents want to focus on something that would not be tested and would not have immediate effects. That is why after years of teaching, I decided to pursue my Master's Degree in the US. Language learning should be scientific and systematic, and it is more than just tests. It involves culture, history, art, etc. In the past 2 years, I have taken 4 courses related to the language. By taking them, I have familiarized myself again with linguistic theories, the practice of those theories in the classrooms, the process of language acquisition as well as development, and then I intentionally choose another course that focuses on content area literacy to acquire more information about teaching reading and writing.

References

Gleason, J.B., & Ratner, N.B. (2018). The development of language (7^th ed.). Pearson.

This course mainly focuses on two parts: the first part is how language functions in the classroom by developing knowledge on the nature of language and its specific linguistic systems. The second part is an introduction to psycholinguistics and sociolinguistics within the contexts of US school settings.

TESOL Standards:

Standard 1(a): Language as a system

Standard 1(b): Language acquisition and development

Standard 2: Culture as it affects English language learning

Standard 3a: Planning for standards-based ESL and content instruction

Standard 3b: Implementing and managing standards-based ESL and content instruction

Standard 4b: Language proficiency assessment

Standard 5a: ESL research and history

Standard 5b: Partnerships and Advocacy

This course focuses on the current philosophies and approaches to second language acquisition and instruction.

TESOL Standards:

Standard 1a: Language as a System

Standard 1b: Language Acquisition and Development

Standard 2: Culture as it Affects English Language Learning

Standard 3a: Planning for Standards-Based ESL and Content Instruction

Standard 3b: Implementing and Managing Standards-Based ESL and Content Instruction

Standard 4b: Language Proficiency Assessment

Standard 5a: ESL Research and History

Standard 5b: Professional Development, Partnerships and Advocacy

This course explores the nature of children's language acquisition, emphasizing normal development. By taking this courses, teachers may have a better understanding of the natural and systematic way of language acquisition, and of how to incorporate the application of current research to teaching strategies.

TESOL Standards:

Standard 1a: Describing language

Standard 1b: Language acquisition and development

Standard 2: Culture as it affects English language learning

Standard 3a: Planning for standards-based ESL and content instruction

Standard 3b: Implementing and managing standard-based ESL and content instruction

Standard 3c: Use resources effectively in ESL instruction

This course describes the development of literacy processes and strategies in content area. Literacy theories, such as reader response, critical literacy, new literacies/digital literacies, multimodal literacies would be covered in the process. Meanwhile, literacy practices and strategies relevant for multiple disciplines would also be discussed in this course.

ILA Standards:

ILA 1.1: Demonstrate a critical stance toward the scholarship of the profession.

ILA 1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

ILA 1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.

ILA 4.0: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.

ILA 4.3: Develop and implement strategies to advocate for equity.

ILA 6.0: Recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career- long effort and responsibility.

ILA 6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.