October 11th Post

Chapter 18 (Anthology)

This chapter is a basic discussion on what adult ESL learners need to become proficient in a second language. The article discussed quite a range of points but each one seemed fairly similar to things we've discussed before, though maybe for younger students. As important as it is to review these things I think that this chapter is repetitive in that it doesn't give me information I didn't already know.

We, as TESOL students are aware of the complexities of learning a second language and (many of us having been learning our L2's as well) we are aware of the difficulties of speaking a L2. This chapter basically sums up what a teacher for adult ESL classes can do in order to make the learning process smoother for the learner and help them learn in a systematic and efficient way.

Chapter 20 (Anthology)

I don't like the idea of using an entirely structured format in any discussion activity because the students have no way insert there own opinions into something of that nature. They cannot, as learners, bring their own knowledge into the topic because of the structure. I think this also takes away, extremely so, from student creativity. So, though it may be viable, I find it to be ridgid.

This chapter, article, makes a great point that this guided approach (as I said before) may be viable but the article shows us a more student centered, yet controlled, environment in which the students have a say and a voice and an opinion.

I suppose the charts (on pages 228 and 229) to keep track of the discussion and help it move along could be useful but I feel they should not be taken too seriously because, if a teacher should only be focused on charts and the questions they should ask, they may miss important learning opportunities for their students throughout the discussion.

Also, a teacher may find natural breaks in the discussion and the questions in Figure 2 are fairly self explanatory so I don't believe they need to be followed to the 't'. They just need to be ready to be used by the teacher in the discussion as the need arises.