learning environment impact:
Learning something new can be difficult – but add learning a new language to the mix increases the difficulty level tremendously. This is why creating a supportive learning environment is so important – not only for CLD students, but for all students. The importance of a safe and nurturing school environment cannot be denied. A classroom where students feel secure, mutually respected, supported and stimulated will undoubtedly foster growth, communication and learning at a much higher level than one where students feel unsafe and unsupported. According to Wong and Wong (2009), school should be "A place of Acceptance. School is a sanctuary for many kids. They do not come to school to be yelled at and screamed at. Kids come to school to belong. They want to be accepted and they want to learn" (pg. 196). According to Hussin, Maarof, and D’Cruz, “positive self-concept, high self-esteem, positive attitude, clear understanding of the goals for language learning, continuous active participation in the language learning process, the relevance of conductive environment that could contribute to the success of language learning” (2001). I believe that there are three key factors that influence motivation in terms of language learning: Self-confidence, experiencing success/satisfaction, and having a good relationship with teachers and fellow students.
Self-Confidence:
Self-confidence, in my opinion, is the most significant in language-learning. Having self-confidence motivates students to take ownership of their own learning. It also helps provide learners with the drive to acquire the language and enjoy the learning process. If a student lacks self-confidence, they may develop a defeatist attitude toward learning and hinders students from achieving a task. Therefore, it is our job, as educators, to help develop a students’ self-confidence. I really like the idea of utilizing pictures and words/phrases together; especially since I want to work with 1st grade students. I feel that all students at this age can utilize pictures to aid with learning. They are able to associate the pictures with the words. I also think that providing non-controlling feedback, as well as helping students develop a growth mindset can help boost self-confidence in students.
Experience of Success/Satisfaction:
Everyone wants to feel successful at what they are doing and what they have accomplished. Ensuring that students feel comfortable in the classroom fosters an environment for success. “Provide a predictable daily routine so that the adolescent CLD student understands teacher expectations” (Herrera & Murry, 2011, pg. 77). People, in general, perform better when there is a set routine and they know how their day will look. According to W. Lile, “a student will find it difficult to perform in a stressful environment” (2002). He also mentions that “the lessons must be very simple, yet fun and interesting, with a lot of changes from a writing exercise, to a speaking, listening, back to writing, and so on” (2002). I think it is important to take baby-steps and set small goals leading up to a large goal. This provides a road map to the ultimate goal and makes it more attainable; as well as providing multiple opportunities to celebrate each goal reached. I think it is also important to look at mistakes as “learning opportunities.” Removing the negative stigma around mistakes will encourage students to take risks and get out of their comfort zone. Successes AND mistakes should be encouraged.
Good Relationships:
Students want to develop relationships with no only their fellow students, but with their teachers as well. According to Hussin, Maarof, and D’Cruz, “teachers need to find creative ways to teach the language and increase the student’s motivation to learn the language and to eventually appreciate the language” (2001). Maybe have the students sit closer to the teacher, place them next to both a fellow CLD learner as well as an English-proficient learner. It is imperative that the CLD learner does not feel “different” from their peers. I want to try to incorporate activities where all students are working in different languages. Spanish-speakers are working on their English while English-speakers are working on their Spanish. We need to develop an inclusive environment for all students. There are a number of methods that English instructors can use to motivate students in class, and instructors should flexibly employ the most suitable method for the class. “Teachers should develop a mutual relationship with their learners” (Kabilan, 2000). This mutual relationship can be developed by understanding students who are from different backgrounds, have different interests, future goals, aims for English learning, and most importantly, different personalities. Getting to know each and every student both academically as well as personally really shows that you are taking an interest in them, thereby creating a trusting relationship between a teacher and student. Once a positive, trusting relationship develops, the classroom will become comfortable and enjoyable for all students to learn positively from the teacher without any hesitation.
To me, motivation is vital in language learning. It is our job to drive students to acquire the targeted language, enjoy the learning process, and experience real communication.
For some great morning meeting ideas to help stimulate engaging conversations among your students, check out these resources: The Morning Meeting Book and 99 Activities and Greetings.
Self-Confidence:
Self-confidence, in my opinion, is the most significant in language-learning. Having self-confidence motivates students to take ownership of their own learning. It also helps provide learners with the drive to acquire the language and enjoy the learning process. If a student lacks self-confidence, they may develop a defeatist attitude toward learning and hinders students from achieving a task. Therefore, it is our job, as educators, to help develop a students’ self-confidence. I really like the idea of utilizing pictures and words/phrases together; especially since I want to work with 1st grade students. I feel that all students at this age can utilize pictures to aid with learning. They are able to associate the pictures with the words. I also think that providing non-controlling feedback, as well as helping students develop a growth mindset can help boost self-confidence in students.
Experience of Success/Satisfaction:
Everyone wants to feel successful at what they are doing and what they have accomplished. Ensuring that students feel comfortable in the classroom fosters an environment for success. “Provide a predictable daily routine so that the adolescent CLD student understands teacher expectations” (Herrera & Murry, 2011, pg. 77). People, in general, perform better when there is a set routine and they know how their day will look. According to W. Lile, “a student will find it difficult to perform in a stressful environment” (2002). He also mentions that “the lessons must be very simple, yet fun and interesting, with a lot of changes from a writing exercise, to a speaking, listening, back to writing, and so on” (2002). I think it is important to take baby-steps and set small goals leading up to a large goal. This provides a road map to the ultimate goal and makes it more attainable; as well as providing multiple opportunities to celebrate each goal reached. I think it is also important to look at mistakes as “learning opportunities.” Removing the negative stigma around mistakes will encourage students to take risks and get out of their comfort zone. Successes AND mistakes should be encouraged.
Good Relationships:
Students want to develop relationships with no only their fellow students, but with their teachers as well. According to Hussin, Maarof, and D’Cruz, “teachers need to find creative ways to teach the language and increase the student’s motivation to learn the language and to eventually appreciate the language” (2001). Maybe have the students sit closer to the teacher, place them next to both a fellow CLD learner as well as an English-proficient learner. It is imperative that the CLD learner does not feel “different” from their peers. I want to try to incorporate activities where all students are working in different languages. Spanish-speakers are working on their English while English-speakers are working on their Spanish. We need to develop an inclusive environment for all students. There are a number of methods that English instructors can use to motivate students in class, and instructors should flexibly employ the most suitable method for the class. “Teachers should develop a mutual relationship with their learners” (Kabilan, 2000). This mutual relationship can be developed by understanding students who are from different backgrounds, have different interests, future goals, aims for English learning, and most importantly, different personalities. Getting to know each and every student both academically as well as personally really shows that you are taking an interest in them, thereby creating a trusting relationship between a teacher and student. Once a positive, trusting relationship develops, the classroom will become comfortable and enjoyable for all students to learn positively from the teacher without any hesitation.
To me, motivation is vital in language learning. It is our job to drive students to acquire the targeted language, enjoy the learning process, and experience real communication.
For some great morning meeting ideas to help stimulate engaging conversations among your students, check out these resources: The Morning Meeting Book and 99 Activities and Greetings.