Week 3.1: Learning View vs. Acquisition View

Learning View	Both Views	Acquisition View
The Teacher: -Teaches grammar points in an orderly sequence. -Correct students when they make errors in their pronunciation or grammar. -Assigns students grammar exercises to complete as homework. -Has students segment words into phonemes. -Uses decodable texts. -Teaches Latin and Greek roots -Conducts phonics drills. -Uses a variety of worksheets to teach different skills. -Makes sure that students only read books that fit their level. The Students: -Look up words in the dictionary to write definitions. -Read in round-robin fashion. -Ask the teacher to spell any word they don’t know. -On a worksheet, draw a line from each word to the picture that starts with the same sound. -Repeat a dialogue after the teacher. -Translate the opening passage of the classic Don Quixote into English. -Memorize a list of food words. -Draw the events of a story the teacher has read in sequence. Explanation: “Teachers who hold the view that people must learn to read and write break the tasks down into their component parts and teach each part” (Freeman & Freeman, p.73). This is often done through the use of daily drills and practice. Weekly spelling test, grammar drills, and homework are the norm in a traditional learning view classroom. “Teachers in traditional classrooms emphasize the importance of producing writing that follows conventions in handwriting, spelling, punctuation, and organization.” (Freeman & Freeman, p.77). Students are critiqued more on the form of the paper than the content.	The Teacher: -Pre-teaches vocabulary. -Does a shared reading with a big book. -Sets aside time for SSR each day. -Chooses predictable texts. -Does a picture walk of a new book. -Provides students who are at different levels of proficiency with options for completing an assignment. The Students: -Make a Venn diagram to compare two stories. -Practice sounding out words. -Identify words on a big book page that start with the same sound. -Divide words into syllables. -Work in pairs to complete a Venn diagram comparing and contrasting birds and fish. Explanation: Both the learning view and acquisition view pre-teach vocabulary and read big books to students. SSR is a time that is a time that is set aside in both classes in order for students to given the time to independently read a book at their level (learning) and that is of their choice (acquisition). It’s essential that students have the skills to sound out words and to divide words into syllables. Students should also have practice with completing a graphic organizer, such as a Venn diagram.	The Teacher: -Involves students in role-play of historical events. -Supplements instruction with visuals and realia. -Uses gestures to help make input comprehensible. -Has students work in small groups to complete a hands-on-science experiment. -Teaches both language and content and writes both language and content objectives. -Asks students to look around the room and find words starting with a certain letter. -Teaches students different comprehension strategies. The Students: -Read a language experience story they have created with the teacher. -Work in pairs to arrange words from a familiar chant into sentences. -Make alphabet books on different topics. -Point to their hands, their feet, their head as the teacher gives them commands. -Work together to create a mural of the life and plants in the rain forest. -Act out a play they had written about the first Thanksgiving. Explanation: I noticed while completing this list that many of the activities involve students working with a peer or in a group. Role play, science experiments, acting are all interactive activities that allows the student to acquire language. “Students engage in activities designed to help them acquire language as they study subject matter content” (Freeman & Freeman, p.54). “In an acquisition classroom readers are focused on making meaning…” (Freeman & Freeman, p.75).  Comprehension strategies are taught during mini lessons in order for students to have the strategies available when reading independently during SSR time. There isn’t as much stress on spelling and grammar. Writer’s workshop provides the opportunity for students to write a rough draft, make edits, and compose a final draft that can be shared with the class. (Freeman & Freeman, p.79).
References Freeman, D., & Freeman, Y. (2004). Second and Written Language Acquisition. In Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar (2nd ed., pp. 52-83). Portsmouth, NH: Heinemann.