HRoundy LPA1 Task 1

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Western Governors University *

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1

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Linguistics

Date

Feb 20, 2024

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pdf

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7

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A. Explain how applying Stephen Krashen’s monitor model (theory of second language acquisition) in your instructional setting could help facilitate language acquisition. Stephen Krashen’s Monitor model has been around for over 30 years. Six hypotheses make up his model: monitor, acquisition learning, natural order, input, affective filter and compelling input. His model proposes that language is either learned in a formal class, like English, or it is acquired subconsciously through interactions and experiences with the language. There are parts of each hypothesis that can be implemented in my math class to increase a student’s knowledge of the content language. I really see a connection to the monitor hypothesis points of know the rule, focus on the rule and apply the rule. Math is a language with many rules (formulas) and definitions. Using the 5 hypotheses that he proposes can strengthen the academic literacy in both math and English. A1. Application of Stephen Krashen's Hypotheses: The affective filter hypothesis is about the psychological safety that students need to have in a class to be comfortable participating. Math adds its own anxiety issues and pressures. Many people feel stupid in math and think that they cannot do it. Reducing any negative factors that could affect the learning in a class is crucial. Starting a class with expectations of respectful behaviors and attitudes can increase the morale and comfort. In a lesson, first start with reviewing prior lessons to remind them that they have that concept down. Second, when teaching a new concept use a method like think, pair, share to give time to gather their ideas and an opportunity to communicate those in a smaller, safer setting.
The input hypothesis is based on a learner receiving ‘comprehensible input’. This means that the input is one step above the point where the student already is. If a message is too easy, they will not learn anything new but if it is too hard they will struggle to understand and make sense of it. Using topics that are of interest or in the background knowledge of a student will engage them. Let them know that you need them to understand and if they don’t, they need to be comfortable expressing that. I make a point of emphasizing mistakes are okay, I make mistakes and we use them to learn from. By modeling the ability to learn from a mistake I have made it safer for them to do the same. B. For the proficiency levels, describe an activity in your setting that could increase BICS or CALP: 1. Beginner students activity description: a. Card matching/sort – The students would be in pairs. They would have a set of cards, four with the slope categories (positive slope, negative slope, zero slope or undefined slope) and a group of cards with graphs of lines that have different slopes. They would take turns selecting a graph and putting it in the category that matches the slope. They would explain why they put it in that category, using maze sentence frames. “ I put this graph in the {positive, negative, zero, undefined} slope group because it goes {up, down, flat, straight down} as the line goes from the {left,right} to the {left,right} If they both agree that it is correct they would continue taking turns.
b. This activity would support improving BICS by having the students work together to match their cards and explain the reason using the definition. They would be explaining to each other their reasoning and then discussing with each other if it was in the right place or not. They would be building a relationship and talking about the vocabulary. They would also be working on their CALP by reading and speaking the academic vocabulary and definitions to give their explanation. 2. Intermediate students activity description: a. Scavenger Hunt – The students would be working with a partner. Around the classroom there would be papers hanging up that would either have graphs of lines with various slopes with multiple choice vocabulary underneath or a specific vocabulary with a choice of four graphs underneath. They would have a worksheet that has a blank graph and a cloze frame for the vocabulary/definition. When they pick an answer, it will send them to another station. They will draw the graph on their paper and fill in the cloze frame with their vocabulary word and definition. If they choose incorrectly, they will be sent to the wrong station and may have to return and start from where they made the mistake. b. This activity would support improving BICS by having the students work together to discuss the questions and answers with each other. They would also need to make sure that they are being accurate, so they do not have to repeat a question. This would require communication about each question They would also be improving their CALP by reading and writing the academic vocabulary and connecting it to a visual representation. They would
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