Week 5 Hall, Kuma Capter 4 and 5

Week 5 Hall Chapter 4 and 5

Since there are a lot of definition and concepts in SectionⅠ, it was very difficult to understand the contents. However, in SectionⅡ, it is better to imagine the situation, because some example of learning and teaching are indicated. In both chapters, Hall appeals to us to think much of learners’ sociocultural world and enhance their competence socially and culturally. First, I would like to take a look at some approaches in the relationship between outside learner’s school and inside the schools in chapter 4.

It is very difficult to acquire the second language all over the world. What is the effective way? I agree with the idea that the compatibility is very important at home education and in school learning. What learners had learned at home reflects the learning in school. Therefore, I am interested in Kamehameha Early Education Program (KEEP). It is very reasonable way of teaching. If the way of learning is compatible at home and in school, it is much better to acquire the second language. Teachers paid attentions to what learners’ life are like. They found that learners’ learning style was peer-based learning centers, not one-person-at-a-time like a school. And they changed the way of teaching to apply for learners. I am wondering how I can teach English to Japanese students. Average Japanese students do not have many chances to speak English at home. Even if they cannot speak English, they are not getting in trouble so much. Then, I could find some clues to this answer in chapter 5.

In chapter 5, Hall states that teaching is fun and it helps learning regarded as internal and individual process. The two roles of classroom discourse such as IRE and IRF (p.89 p.92) are taken up. IRE is criticized because it limits the opportunity for participation. However, I think IRE is a good way for Japanese students as a first step. It can useful for even high school students. If students learn some phases from recitation script or journal entries, they can speak something else. Then IRF is a very helpful approach. By asking them to expand their thinking, they motivate their learning. However, is it difficult to follow up students? What way should we do? It is true that community of learners and competent of cooperative learning practices are very clear, but actually can we do like that?

Week5 Kuma chapter 4 and 5

I am impressed with Kuma’s attitude toward SLA theory. He has much knowledge and attractive analysis. I am interested in two prominent theories in applied linguistics:(a)Kaplan’s cultural thought patterns in intercultural education and (b) Schumann’s acculturation model of second language acquisition.(p.84) I heard Kaplan’s Thought Patterns in Japan. Kaplan’s theories are criticized, but I think it is some true in a second language writing. In our high school, some teachers teach English writing in such a way. It is very helpful to K-12 students. However, this theory is imperfect, I agree. Each leaner has each background like culture or history. We should always pay attention to their context and help learners enhance their second language ability. I want to read Kuma’s theories more to find the useful way in SLA.