“They argue that allowing learners too much ‘freedom’ without correction and explicit instruction will lead to early fossilization of errors” (Lightbrown, Spada 140). This is part of the “Get it Right from the Beginning” approach. This approach is familiar to me because it is how I was taught to acquire my L2, especially in Jr. High and High school. This quote says that there should not be too much freedom, or in other words room for error. I was constantly corrected as an L2 student, and although I did learn some from that, I now am timid to speak in Spanish to other people. I also have errors that have fossilized in my L2. I do not think that by correction this completely avoids fossilization.
I think one of the methods that I agree with for in the classroom in the method that is commonly used in French-immersion schools in Canada. The “Two for One” method values both the acquisition of content and of the L2. This is the method that is closely related to the methods we have discussed in my bilingual classes. It is possible that a student can learn subject matter and a language all at once. That is the point of bilingual education; that neither one of these goals be lost or become less important. Learning language through content allows this to happen. Canada is a great example of the success of this approach, because as the text reiterates “ French immersion students develop fluency, high levels of listening comprehension and confidence in using their second language” (p 156). This type of acquisition is not evident in most of the schools in America, but if would implement this two-for-one system, I think that it could jumpstart education reform, including SLA and ESL and mainstream, all across America.
I find your post interesting when you point out that you are apprehensive towards speaking Spanish because you were always corrected. Although it is important to correct our students when they make errors, I think it is important to find a middle ground where the correct forms are clarified, but at the same time, the student does not feel dumb for making a mistake. I also like when you point out the "two for one" approach. I think that there is enough evidence and research that shows the success of bilingual programs. Although there can be some drawbacks such as a lack of complete comprehension of the subject area, it is important to remember that even native speakers do not acquire complete comprehension in most subject areas.
ReplyDeleteI liked the Lightbrown and Spada chapter on the six different approaches that can be used. I did not find one to more just than the other and I believe they all had their own merit. I believe that each can be used in the classroom at different times, I also think that some of these approaches are make more sense to use than others when teaching certain subjects. I also believe that it is a great idea to use each approach at different times just to change it up a bit, so that the students are experiencing learning more than one different way.
ReplyDeleteI definitely know how that feels, having teachers correct you so much that speaking Spanish seems daunting and almost like you'll never get it right. That was one of the hardest things for me when I spoke Spanish as well. So, although correction has its merits, there are other methods that need to be used in order to help students be more comfortable with the language. I like that you brought up the two for one method because it does seem like an effective approach that I wish could be used in the United States for foreign language learners but it is a difficult task so I don't know how plausible that would be here. Though for L2 learners of English it may work better.
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