For the SLA module, we are keeping a Teaching Diary, where we note down what has and has not been working in our lessons. From this we will focus on one particular issue that we would like to resolve, or one thing that is going well, but would like to improve further, to create a ‘learning object’. In order to uncover this igniting question, I have penned here a summary of my thoughts regarding a 121 class and a YL class from an SLA perspective:

121 student

Possible igniting question:- what is more important in children’s language learning, parent motivation or student motivation?

The mother has an instrumental motivation in that she wants her daughter to take and pass the exam Trinity 4. This action underlines a disconnectedness between her assumption of the student’s English level and her daughter’s actual English level. This lack of awareness is confusing to me, as is equating passing an exam to a certain linguistic fluency or competence. Finally, it is unclear what value mum places on the exam – as in, what does it mean? Something to tell peers and be proud of? Part of a plan for her daughter to study abroad in the future?

The 121 student doesn’t display any obvious integrative motivation, but perhaps this is because she does not have the linguistic ability to do so. I don’t think she has any instrumental motivation to take the Trinity test – this is just her following her mother’s wishes.

I think I can have some influence in the resultative and intrinsic motivation (making her successful in learning, by providing fun and interesting tasks, and thus allowing her to enjoy the process, makes her want to learn more.) However, the mum also plays a role in ensuring the student brings her books to class, and pens, does her homework, reviews the homework, previews upcoming class work, and could even contribute to painting a positive image of the L2 outside the classroom.

Young Learners

Possible igniting issue:- how conflicting parental expectations in a mixed-ability young learner’s class affects L2 acquisition.

Similar in many respects to the above, except for a group of six young learners. It would be beneficial to me if the parents were aware of their conflicting interests, for example, some want me to give their kids more individual attention, some want more speaking activities etc., as well as aware of their role. That is to say, I speculate that the more time parents spend supporting their child in their English studies, the more successful their child would be. In ascending order of importance –

(i) ensuring students arrive on time

(ii) with classbooks and stationary, (iii) with their homework done

(iv) having sat with their child while doing the homework

(v) having indicated that the homework was actually quite fun to link positive emotions with language learning

(vi) provided additional language learning support through other media, for example, books, music or TV

Learning Object

Perhaps I could to conduct a survey or hand out a questionnaire to ascertain parent and student expectations. And from there I could create and produce a ‘learning object’ that includes the suggestions I make above. This research is to be continued!

Reference

Second Language Acquisition, Rod Ellis. (Oxford Introductions to Language Study, H. G. Widdowson, Series Ed.). Oxford: Oxford University Press, 1997.