Blog #6 Language versus Acquisition

Learning: (the students)

• look up words in the dictionary to write definitions
• practice sounding out words
• read in round-robin fashion
• correct peers when they make a mistake during reading
• divide words into syllables
• on a worksheet, draw a line from each word to the picture that starts with the same sound

Acquisition: (the students)

• identify words on a big book page that start with the same sound
• group cards with classmates' names by a criterion on such as first or last letter
• ask the teacher how to spell any word they don't know
• read a language experience story they have created with the teacher
• make alphabet books on different topics

Both: (the students)

• make a Venn diagram to compare two stories
• write rhyming poetry and then discuss different spellings for the same sound
• work inpairs to arrange words from a familiar chant into sentences

Learning: (the teacher)

• makes sure that students read only books that fit their level
• has students segment words into phonemes
• teaches Latin and Greek roots
• conducts phonics drills
• uses a variety of worksheets to teach different skills

Acquisition: (the teacher)

• does a shared reading with a big book
• writes words the students dictate for a story and has students help with the spelling of difficult words
• sets aside time for SSR daily
• has students meet in literature circles
• does a picture walk of a new book

Both:(the teacher)

• preteaches vocabulary
• has students look around the room and find words starting with a certain letter
• uses decodable text
• teaches students different comprehension strategies
• chooses predictable text

My Rationale for the choices:
With the learning view, language is taught directly by the teacher so students produce the "right" answers.  Language is broken down into parts (ex. pronunciation, grammar, and vocabulary). Students are taught to reach mastery in a skill before they can move on.  Oral drills and worksheets are used to practice the language.  Partners and small group settings are used only to practice the current topic of study.  Teachers correct student mistakes ASAP so that language is used correctly from the very beginning.  Students are very aware that they are doing learning activities.

With the acquisition view, the goal is for language to be used for different reasons.  Understanding, speaking, reading, and writing the language is to be practiced in true to life settings that hold meaning for the learner.  Students have opportunities to make mistakes more freely with this view.  Students may not be aware that they are learning because it takes place in ways that hold meaning (ex. role playing or small group discussions).  The teacher guides students rather than directly and explicitly instructing them.

Proponents for both views note that patterns exist to help the learner, both in oral and written form (ex. rhymes/chants or spelling patterns).  There are different strategies available for teachers to use in order to help the learner, and they may overlap into both views.