Embedded Files
538 Activity 1_.docxArtifact 1
Constantly evolving with cultural and social interactions, language is a dynamic system that requires an understanding of its complexities beyond simple memorization—this is where pragmatics comes into play. From my Teaching and Learning Pragmatics (LT538) course, I chose my first artifact, “Activity 1 - Greetings in Spanish Using the IPIC Model.” This activity is grounded in the Intercultural, Pragmatic, and Interactional Competence (IPIC) model, which provides a comprehensive framework consisting of four key components—Knowledge, Analysis, Awareness, and Subjectivity—that guide learners in understanding and applying pragmatic concepts (Sykes et al., 2020). In my activity, learners will acquire vocabulary and pragmatics associated with Spanish greetings, which align with the “Knowledge” quadrant. Corresponding to the “Analysis” quadrant, learners participate in small group discussions where they articulate their reasoning for choosing a specific greeting depending on the social context. Moving to the “Awareness” quadrant, this section prompts reflection on the possible impacts of their choice of greeting in social interactions through teacher-guided discussions and peer interactions. In the “Subjectivity” quadrant, students are encouraged to express their personal preferences and cultural insights regarding greetings in Spanish during group activities. This activity allows learners to explore their understanding of cultural subtleties and pragmatic applications in real-world communication.
Educators in Second Language Acquisition (SLA) can enhance language learning by implementing translanguaging practices, which promote a broader understanding of linguistic diversity as a segue for personal growth and social interaction. The second artifact in this section comes from my Second Language Acquisition (LT544) course. We were tasked with researching specific terms related to SLA and reporting our findings through a research application challenge paper. I explored the concept of translanguaging and its role in educational settings. Translanguaging refers to learners’ ability to use their entire linguistic repertoire freely, without adhering to societal or political boundaries set by standard languages (García & Lin, 2017). This approach can support bilingual and multilingual individuals by allowing lessons to be taught in multiple languages, creating an inclusive environment that leaves learners feeling supported and empowered (Cook, 1999). By acknowledging translanguaging, educational settings can move beyond monolingual norms and encourage learners not to feel shame when utilizing all their languages. Cook (1999) suggests that language is not only a means of communication but a crucial component of personal development and social integration. Additionally, the concept of interlanguage, where learners develop their own language system influenced by various linguistic encounters, highlights how language acquisition evolves and shapes individuals (García & Lin, 2017).
544 Research Application Challenge.pdfArtifact 2
534 Comparative Analysis Paper.pdfArtifact 3
The Comparative Analysis Paper for Language Learning in Context (LT534), my third artifact, explores the differences between self-study and university-based language learning. Comparing these two approaches highlights how language is a dynamic system that evolves across various learning contexts. Inherently, language learning is non-linear and characterized by variation and adaptations influenced by learners’ styles and environments. Self-study offers flexibility and autonomy, allowing learners to personalize their learning experience and pace, take the initiative to gather their resources, and maintain their motivation independently (Fukuda, 2022). In contrast, university language learning provides structured curricula and formal instruction to support learners’ academic and linguistic development, often including cultural immersion and interactive learning environments (Teubner-Keller, 2023). This environment can offer face-to-face interactions and mentorship, further supporting learner progress (Teubner-Keller, 2023). While both approaches have significant advantages, each also has potential drawbacks.
544 SLA Metaphor_The Cat.docxArtifact 4
544 Written Description.pdfArtifact 4 Description
Finally, the last artifact I selected to represent my knowledge of language as a dynamic system comes from Second Language Acquisition (LT544). This artifact is my metaphorical representation of SLA as “The Cat,” visually illustrating the evolving role of language. Just as a cat’s body, head, paws, and tail are distinct yet interconnected functions, SLA encompasses various points that contribute to its dynamic nature. The head, symbolizing Language Socialization, reflects how learners observe, analyze, and assimilate language within social contexts, mirroring the process of language skill acquisition through interaction and observation (Ortega, 2013). The body, representing Identity Theory, reflects the complexity of identity formation in language learning, highlighting its fluidity and adaptation (Ortega, 2013). The paws, reflecting Conversation Analysis, emphasize language acquisition’s interactivity, focusing on discourse features such as turn-taking and repair that facilitate communication and meaning negotiation (Ortega, 2013). Lastly, the tail, reflecting Sociocultural Theory, shows how language acquisition is socially situated and highlights the co-construction of meaning and knowledge through cultural interactions (Ortega, 2013). This visual emphasizes the interconnectedness of SLA components and the dynamic, non-linear nature of language learning.
Language learning is a journey unique to each individual, influenced by various factors. However, there is one common goal: acquiring a new language. Through these four artifacts, I have explored the complexity and dynamic nature of language acquisition. From immersing myself in the role of a teacher incorporating concept-based pragmatics instruction (CBPI) to comparing self-study with university-level language courses, and from discussing translanguaging and interlanguage to metaphorically representing SLA as “The Cat,” each artifact has deepened my understanding and appreciation of language. The knowledge I gained from language’s transformative process—shaped by factors beyond mere linguistic skills—has equipped me with the tools to create an inclusive and welcoming environment for my future learners.
References
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209.
Fukuda, A. (2022). The development of a self-regulated second language learning questionnaire for an L2 self-study setting. Journal for the Psychology of Language Learning, 4(2), 1-17. https://doi.org/10.52598/jpll/4/2/3
García, O., & Lin, A. M. Y. (2017). Translanguaging in bilingual education. In O. García & A. M. Y. Lin (Eds.), Bilingual and Multilingual Education (3rd ed., pp. 117-130). Springer International Publishing. https://doi.org/10.1007/978-3-319-02258-1
Ortega, L. (2014). Understanding Second Language Acquisition. Routledge.
Sykes, J., Malone, M., Forrest, L., & Sağdıç, A. (2020). Affordances of digital simulations to measure communicative success. In O. Kang (Ed.), Transdisciplinary innovations for communicative success, In Peters M., Heraud R. (Eds.). Encyclopedia of Educational Innovation. Springer, Singapore. https://doi.org/10.1007/978-981-13-2262-4_90-2
Teubner-Keller, C. (2023). Primary Data Collection & Report (pp. 1-6). Unpublished manuscript, University of Oregon.
van Compernolle, R. A. (2014). Sociocultural Theory and L2 instructional pragmatics. Bristol, UK: Multilingual Matters.
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