Blog #6 "Learning vs. Acquisition"
The students:
L: Look up words in the dictionary
In contrast to using context, discussion, or experiential methods, so critical for ELLs in helping them to construct word meaning, this would be characterized as a "Learning" method.
A: Make a Venn diagram to compare 2 stories
This is a strategy in which students construct meaning through comparing and contrasting specific aspects of a narrative text.
L: Practice sounding out words
According to the authors, this is a word recognition strategy which encourages students to practice reading at the word vs. the meaning level. Although ELL students need to be able to recode words accurately and fluently in connected text, it is only one small part of an effective literacy program for this population.
L: Read in Round Robin fashion
This approach might be considered "Learning" because it has reduced engagement since students are listening vs. actually reading themselves, and does not necessarily incorporate guided reading techniques to support understanding. Also, the "Acquisition" view primarily supports silent reading.
L: Correct peers when they make a reading mistake.
Although this would be characterized as a "Learning" strategy, it would inappropriate and doesn't appear to support either a Learning or an Acquisition viewpoint. However, there are programs that encourage the use of peer-assisted learning, in which students discuss and may occasionally correct one another.
A: Identify words in a big book that start with the same sound
Since this technique is based within text, it would probably be characterized as "Acquisition".
L/A: Group cards of classmates names by first/last letter
Because this activity is "authentic" in that names of classmates are being used, it could be in the "Acquisition" realm. However, the use of letter sound association in single words vs. focusing on meaning construction, it could also be seen as a "Learning" activity.
A: Write rhyming poetry and discuss different spellings for the same sound.
This one begins with an authentic writing activity and embeds phonics instruction within it.
L: Ask the teacher how to spell any unknown word.
Since this activity doesn't connect to meaning, it would be labeled "Learning", but again, would be an inappropriate activity for either perspective.
A: Read a Language Experience story they have created with the teacher.
"Acquisition" emphasizes meaning. This is an excellent strategy for ELLs since it encourages them to use their own language, is informative to teachers regarding knowledge of vocabulary and grammar, and is an excellent resource for rereading and building fluency.
A: work in pairs to arrange words of a familiar chant into sentences
This is constructive in nature, combining the familiarity of a rhythmic chant with sentence construction.
L: Divide words into syllables
This is a great strategy for teaching students about affixes and roots. It combines vocabulary with word meaning. Considering all the cognates available between English and Spanish, studying common Latin word roots could be especially helpful for ELLs.
L: worksheet matching activity: picture and sound
Since this isn't in connected text, I would see it as the more traditional approach to practicing skills in isolation.
L/A: alphabet books
What a fun and instructive activity that combines a thematic approach with letter sound association!
The teacher:
L/A: preteaches vocabulary
This is an excellent strategy that promotes understanding and word recognition, preparing students to use their new word knowledge to construct meaning in text.
A: Shared reading with a big book
This is a cooperative activity with connected text.
L/A: makes sure students only read books at their level
In some "Learning" programming, there is an emphasis on controlling text difficulty. However, this activity might be considered to be in both arenas, since there is an emphasis in acquisition approaches on making sure that students are reading text at an appropriate level ("just right books"). However, for English Language Learners, it makes sense to have books at a variety of levels, providing support in vocabulary and content understanding. Interesting!
L: segmenting into phonemes
This is a learning strategy that promotes phonemic awareness that can be done in any language!
A: teacher writes students' words in a story with students helping to spell difficult words
I got to observe this strategy in an ELL classroom and it's very productive. It seems to combine meaning with encoding.
L/A: look around the room and find words that start with a certain letter
This could be in either approach. It would be fabulous for ELLs because it's based on the present classroom context and combines letter sounds with real things in classrooms.
L: uses decodable texts
These texts are less focused on meaning and natural language, the primary focus is on decoding.
A: daily SSR
The emphasis in "Acquisition" approaches is on silent reading.
L/A: teaches Latin and Greek roots
Direct teaching of roots and affixes ("Learning") with an emphasis on meaning ("Acquisition").
A: Literature circles
Great format for discussion, clarifying vocabulary and concepts, etc.
L: phonics drills
Emphasis on practice of learned skills
A: Chooses predictable texts
These texts emphasize language and meaning.
L/A: teaches different comprehension strategies
This is a combination of direct teaching and a focus on understanding text through a variety of means that can be applied in a guided reading group or independently.
L: worksheets to teach skills
less focus on meaning and more on skill acquisition.
