Live. Grow. Learn.

It is evident that anyone’s first language is acquired from birth. Some studies show that language is heard from the time a fetus can hear from the womb. Based on the study of US National Library of Medicine National Institute of Health about Development of fetal hearing elaborates, “The development of fetal behavioural responsiveness to pure tone auditory stimuli was examined from 19 to 35 weeks of gestational age. Stimuli were presented by a loudspeaker placed on the maternal abdomen and the fetus’s response, a movement, recorded by ultrasound.   The sensitivity of the fetus to sounds in the low frequency range may promote language acquisition.” Since the first language is what we call our “mother tongue”, it is not consciously learned compared to second language.   We acquire our first language through hearing, mimicking and collecting vocabulary words as we grow up until we learn how to speak on our own. We know our language by heart because it is part of our daily conve

How Language are Learned 1.       Languages are learned mainly through imitation. §   Indeed, languages are learned mainly through imitation.   The Principle of Automaticity explains how children learn foreign languages when they are living in the cultural and linguistic environment of the language.    It is also a fact that we all learned our first language through imitation.   Our parents thought us how to speak by asking us to imitate them. We all started as imitators before we subconsciously learned all words by listening and being in the environment of that language. Second language learners are also the same.   In my country, most kids learn English by watching English cartoons; mimic them through singing and understanding the conversation by answering questions through the audio-video activities. Imitation I should say is the first step and the best way to learn a language.       2.       Parents usually correct young children when they make grammatical err

   TESL 0100: Unit 3 English Language in a Diverse Intensity Reviewing my English language knowledge using the Common areas of difficulty of Bolitho Tomlinson made me realize that speaking the language and knowing how to teach is just a step from what should go further to what must be offered to language learners.   From identifying the difficulty of producing the correct sound through the proper tongue and mouth positions, dissecting the word formation, context and meaning then understanding language varieties really was a mind blowing fact to be familiar with.   This realization makes me go back to my language foundation to review and relearn the basics to complex need of language facts. Knowing is definitely far from explaining and making learners to be skilled in speaking and writing in proper context makes it challenging. Analysing which ones they need and who needs what is also part of the challenge as per handling a class is concern.   I would imagine myself discus

TESL 0120 Unit 4: ‘Aha’ Moment Learning the sequence of lesson planning is very motivating.   Grammar lessons can’t just be given in an instructional way but transitioning from listening to grammar that is related to the lesson is something new.   Integrating vocabulary using the listening and speaking activities does make a difference in connecting everything together.   Giving mixed-up sentence activity, vocabulary matching and text completion quiz is like giving them a game which they would enjoy learning.   Kids do this in school which is very effective, and now realizing why not for adults? Adults can have fun learning too.   I have to look for more resources for these types of practice as it is really engaging and effective.  

TESL 0120 Unit 3: “Aha” Moment In this Unit, my “aha moment” was learning that “Myths of Listening Instruction” do exist.   Before, I just notice these behaviors but now, I can name them and it helps to know that it does exist.   When I learned that “Students shouldn’t try to understand every word” broadens my understanding to listening approach considering the difference of the beginners, intermediate, and advanced listening process. It does make sense to me.   (Wilson Chapter2: pg23) The “Can Do Statements” (CBL) will definitely be a big help in my future practice how to assess and help students in terms of understanding their listening through prior learning.     The summary of “What makes a good recorded text?” mentioned in Wilson, Chapter 2: pg 33, is also a great tool in identifying students needs for choosing activities that is appropriate for class. I would agree with Jan Bell and Roger Gower as stated that they wanted listening to be natural and as authentic as

Considering learners style in lesson planning and execution is essential to learning needs. Age and reasons for learning is one factor. Knowing why they need to learn the language will help in identifying what motivates them to learn. This factor will help in designing the lesson to provide what is expected towards learning, teaching and classroom interaction.   Cultural sensitivity will also address personality needs in ways of interacting with others. Being neutral in class will attend to diverse cultural expectations towards learning and teaching topics and activities that will be beneficial towards its success.   “Adults are selective and self-directed learners. They have previous knowledge and experience which established system of values and beliefs leading their thought.   They have been away from formal schooling for many years and maybe learning in class gives them anxiety and low self-esteem.   They often have a problem-centered approach to learning which focuses only