Review of the article: Implementing Language Acquisition in Classrooms

Introduction

‘Implementing Language Acquisition in Classrooms’ was written by Richard P. Carrigan a former administrator, in English Language Learning, at Milo Adventist Academy based in Oregan.  In this article, written in two thousand and nine, Carrigan outlines a number of ways that ‘English as a Second Language’ (ESL) students acquire language.  While his ideas are very relevant he appears to be unaware of the benefits technology, specifically the use of computers.

 Carrigan

Overview

Carrigan provides the reader with a number of teaching methodologies to support the learning of ESL children in the classroom.  He introduces: the idea of language absorption, fluency before accuracy, the order of language acquisition skills and integrating student interests in to lesson planning.  Carrigan advises teachers to provide safe learning environments and be aware of student’s feelings.  Finally he warns against judging ability by language output and stereotyping the ESL child.

Strengths and Weakness of Implementing Language Acquisition in Classrooms

Carrigan article introduces a number of ideas relevant to the teaching of ESL children.  He stresses the importance of first knowing English through listening.  He refers to this as language ‘absorption’.  Carrigan continues by introducing a number of methodologies for ESL teachers.  He outlines the importance of communication based classrooms that focus on expression of language rather than accuracy. Carrigan presents the concept of ‘language in language out’ teaching that “provides opportunities for learners to develop listening skills before reading, reading skills before writing and writing before speaking” (Carrigan, 2009, p2).  He encourages the use of materials that are at an appropriate level and of interest to the learner.  Teachers are urged to create safe places of learning where students feel free to try without fear of failure (Carrigan, 2009, p3).  Carrigan builds an awareness of the ESL student’s emotional needs that begin with excitement and soon give way to despair and frustration. Teachers are further warned to be aware of their body language and general comments and to avoid stereotyping.

While Carrigan has raised some relevant and very useful ideas it is surprising that he has omitted the potential of Computer Assisted Instruction (CAI) with ESL students (Ybarra & Green, 2003, p1).  Computers have been shown to motivate and “maintain learner focus, stimulate problem solving, anchor discourse, and encourage learner directed talk and action” (Meskill, 2005, p55).  In short, they are an excellent resource for encouraging verbal exchange.  Ybarra and Green (2003) note the varied verbal interactions between ESL students using computers, these include: making commands, sharing opinions, suggestions, asking questions and giving responses (p2).  Computers may provide immediate feedback, added practise, increased interaction with texts and improved comprehension (Ybarra & Green, 2003, p3).

Conclusion

Carrigan’s article is a useful resource for creating an awareness of ESL methodologies and the needs of the ESL student.  However, it is important that teachers acquire a variety of teaching methodologies and remain at the forefront of teaching innovations and research.  The use of computers in education and their benefits to ESL learning must not be ignored.

References

Carrigan, R. P. (2009). Implementing Language Acquisition in Classrooms. The Education Digest, 75(4), 57-61 [Electronic version]. Retrieved from: http://search.proquest.com.databases.avondale.edu.au/docview/21

Meskill, C. (2005). Triadic Scaffolds: Tools for Teaching English Language Learners with Computers. Language Learning and Technology [Electronic version]. Retrieved from: http://II.msu.edu/vol9num1/meskill/

Ybarra, R., Green, T. (2003). Using Technology to Help ESL/EFL Students to Develop Language Skills. The Internet TESL Journal, 9(3), [Electronic version]. Retrieved from: iteslj.org/Articles/Ybarra-Technology.html