Description

The Integrated Speaking and Writing Lesson (Short Story) is written for Professor Kleier, Second Language Pedagogy I (TESL) 545, and Professor Bennett, Second Language Pedagogy II (Spring 2017). The Integrated Speaking Lesson highlights students' ability to speak in complete sentences by incorporating key vocabulary words. The Writing Lesson (Short Story) aims to support the student in writing endeavors that reflect the ability to share a personal story that includes a beginning, middle, and ending. This description emphasizes my proficiency in strengthening the learner's oral communication and supporting a student's writing endeavors from a cultural perspective.

Reflection

Previously, I assumed that an L2 student becomes fluent in speaking by learning key vocabulary terms first. I also understood that once a student masters vocabulary, the speaking is incorporated. My study reminded me that language is acquired by continuous verbal two-way communication. You cannot teach a child or L2 student how to speak because language is innate. Lastly, it is through communication that vocabulary evolves. Writing in literature needs to be more utilized in the ESL classroom due to the various components—for example, vocabulary, character study, setting, and diverse reading genres. Not incorporating literature in an L2 class is a disservice to the L2 student. Writing in literature strengthens a student’s Communicative Language goals. The goal is to teach and learn writing via learning real-life communication and provide an opportunity to share their unique perspectives and freedom of verbal and written expressions. Writing should not be knowledge-based; instead, the focus should be strengthening communicative endeavors in an L2 learning environment. I now understand that isolating speaking and writing lessons does a great disservice to the L2's learning goals.

Application

I aim to integrate language arts skills when teaching my future L2 students. For example, I will rely on more than just a language arts basal series. I will implement informal and fun activities to strengthen students' vocabulary and speaking abilities—for example, a game of Reverse Charades. The goal of this game is to act out, given the word, without giving verbal clues. This game promotes cooperative learning, teamwork, and, most importantly, building trust among classmates.

Literature is teachable in the ESL classroom. It is up to me to present it as atypical instead of teaching a literature-guided or teacher-centered approach. I will focus on stories that reflect the student's shared experiences. Implementing an L2 outlook will increase their attention. I will meet the student's needs to meet their writing goals and objectives. One example is acting out a scene from the story or selecting a book made into a movie. Lastly, literature is teachable at different levels. It is up to me to differentiate the instruction. The previous is easier said than done; however, it is achievable.