Day 1

🌞morning

#image 1000 words#

Different people would like to interpret a image based on their own knowledge and values. Meanwhile, our mind might be fixed for what we have already known.

For example, some of us who have learned Vy Gotsky's ZPD immediately spoke " Vygostky" out when they had a first look at the picture I chose. Actually, it is one of my own interpretations of the picture regarding second language teaching. But according to the feedback there were no more thoughts besides or not in relation to "scaffolding". The only one sticky note without mentioning the theory presented views from other perspectives, which were distinctly different from the other two. Therefore, i'm wondering if what we have learnt might limit our thinking on one issue. In terms of L2 teaching, I think our teachers might need to think out of the box when facing various learning context or learners' problems.

🌞afternoon

#Catalan learning#

I do like this language learning lesson which was filled with interaction--interaction between peers, groups, and students and the teacher. I'd like to further discuss about my learnings from the lesson from the following three aspects.

1. Interact

As I have mentioned before, the class was full of interaction, through which students communicative competence, the goal of language learning I believe, might be developed. Most of the time, the teacher spoke in Catalan in natural speed, because of which we tended to have a basic knowledge of the how native-Catalan speaker talk in the daily life. Gradually, we would probably have good Catalan speaking and listening skills as we would get used to it. However, personally, the teacher's speech speed was bit fast for beginners like me. I'm wondering if the speed should be adjusted based on the learners' language proficiency and the teaching aim of the lesson. If learners have little idea of a language, our teachers would better offer enough

2. Engagement

Through this lesson I found out that language learning lesson could be of fun with varieties of activities, such as Kahoot, which can stimulate students interest in acquiring the target linguistic items and the help them focus on the class.

3. Feedback

It is important to obtain feedback during the L2 learning process.

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