Language Acquisition and Various Influences on Student Learning - Essay Example

?Running head: LEARNING PROCESS Language Acquisition and Various Influences on Learning Insert Insert Grade Insert Name 13 March 2012 1. Language Acquisition and the interrelatedness of social, emotional, and intellectual influences on student learning Language development in human beings occurs as a biologically controlled behavior in an individual; the individuals are genetically predisposed to learn some language. Three different theories (imitation, reinforcement, and active construction of grammar) have been advanced to explain the language acquisition process. Of the three theories, the active construction of grammar theory seems to be flawless and suffices to explain the learning process. It holds that children invent the learning rules through making initial mistakes and correcting themselves as they develop. Various aspects of language acquisition have been identified by theorists that make it a biologically controlled process. Two of these aspects are significant for language educators in creating an environment that promotes learning among students. Firstly, it has to be stressed that language acquisition is innate and it is not generated by external events. However, its development requires a rich environment that exposes the learner more to the language. Secondly, it is also noted that direct teaching and intensive practice do not have significant positive effects on the language acquisition process. These aspects imply that a proper language acquisition will then be enhanced through creation of some classroom environment that favors interaction between the students themselves. Developing such a climate will involve examination different factors affecting learning and their mutual relations. The influence of social and emotional factors on the learning process can no longer be ignored. Such negligence results in the development of some instructional gap and the students attempt to fill this gap in their devised mechanisms that do not support the learning process (Love & Love, 1996). Some degree of mutual relationship occurs among intellectual, social, and emotional processes as they affect the learning process. There is significant relation between the intellectual abilities of the learners and the social processes. The learning process occurs in some social context that is dynamic in nature so that an individual with complex cognition will be able to learn and adapt to the changing needs of the social contexts of learning as opposed to the less complex individuals (Love & Love, 1996). Aspects of the social setup such as the culture of a community may affect a student’s beliefs, attitudes, or motivations towards the learning process. These are detrimental to the learning process if carried into the classroom environment. On the other hand, the individuals with complex cognition have better skills of understanding the perspectives of other people. This implies that good cognition can help students adapt to new social settings, which is essential for learning. The relationship between cognition and the social process is also evident in classroom discussions. A good proportion of learning in students occurs in the classroom discussions, where students share their experiences that they feel the other individuals need to learn. Through the discussions, a student is able to learn more of the concept or determine if it is well understood Emotions also have effects on the learning and development processes in students since the feeling states, and thinking states cannot be separated easily (Love & Love, 1996). The emotional and rational minds of an individual often act in a balanced manner to guide the individual through life decisions. While emotions will strive to inform and guide the rational operations, rational mind will try to refine the input from emotional mind before initiating an operation (Love & Love, 1996). Negative emotions such as depression, when carried into the classroom, will suppress the learning process. The students will not be able to figure out the application of what they learn in class. On the other hand, positive emotions such a love and self-confidence will promote the learning process. The educators have to understand that the students are complete social beings with these feelings and thinking abilities. Good management of emotions is essential for an effective learning process; the emotional skills can improve the cognitive abilities of an individual, which eventually improves the academic achievements Finally, different psychosocial theories of development indicate that there is also a strong relation between social and emotional processes. Some studies do indicate that the faculty will have significant effect of the students’ participation in class through the design of a given course (Love & Love, 1996). There is need for social interaction among students for a successful learning process. Enabling a positive emotional climate will improve interaction and cooperation among the students. The students get the opportunity to know and understand each other, and share their experiences. Helping a student develop self-confidence will also enable them to develop ability and willingness to participate in class discussions and other social activities To this end, it is evident that there is mutual relationship between the intellectual, emotional, and social processes in student learning. Cultivating all these factors is essential in helping language development in a student. Besides, the factors interact and influence each other so positive cultivation of one of the elements will have positive impact on the other to elements. Similarly, dysfunctional elements in any of the processes will also affect the other two 2. Cultural responsiveness in classroom Cultural diversity exists among students in the current learning institutions and into the classrooms. The current classrooms draw individuals with diversity in terms of language, culture, ethnicity, race, or physical abilities. This implies that the educators should provide a differential approach in responding to these differences. Some of the organizational culture developed and adopted in the school setup such as the sitting arrangements as well as some language discourse may be different from a student’s home cultural and linguistic practices (Richards, Brown & Forde, 2006). The teachers have to respond to this diversity. To enable the students achieve their learning objectives, the educators should strive to bridge the discontinuity that exists between the home culture and school practices by developing a classroom culture that welcomes, support, and provides for needs of all cultures. Such an intervention enables the students to adjust to the new setting. An institution’s cultural responsiveness is manifested in three different capacities. The first is institutional dimension that is reflected on the cultural values and policies developed by the administration of the learning institution (Richards, Brown & Forde, 2006). The administrators need to develop policies and values that provide a balance for the different cultures. The second dimension is personal responsiveness to cultural diversity. This refers to the teachers’ cognitive ability and emotional skills in the management of culturally diverse classroom (Richards, Brown & Forde, 2006). The last is instructional dimension; the learning materials and instructional approaches used by the educators. The last two dimensions are most relevant for me to consider as an educator in a classroom environment. As an educator, I have understanding of these cultural responsive mechanisms and have striven to create an environment that accommodates the different cultures in the US. Educators have to show no prejudice on some cultural values and practices. They should not express some negative feelings about a culture language or ethnic group (Richards, Brown & Forde, 2006). In my classroom instructions, I attach no special value to any culture; the African American, the Native American, the Spanish American, or any other culture. Besides, meeting the needs of different cultures requires an understanding of the cultures. The teachers need to explore their history and experiences, those of their students, and experiences of other educators who have been successful in managing cultural diversity in classroom. I do explore different cultures through personal experience, history, and experience from the students and their families. For instance, I do understand that while direct eye contact on the elderly is considered paying attention in the US culture, it may imply lack of respect in the Asian American culture. Thus, I do not consider such an Asian student inattentive, when he/she does not maintain direct eye contact. Nonetheless, the classrooms continue to draw individuals from far reaching regions and culture. Thus, to improve my ability for cultural responsiveness as an educator, more research on history as well as traveling to meet and interact with other cultures will be appropriate. The learning materials, teaching methods, and school activities need to be compatible with cultural experiences of the students to prevent the students’ disconnection from school, which may take various dimensions (Richards, Brown & Forde, 2006). As an educator in a culturally diverse classroom, I understand the differences and commonalities among the students. Based on the observed differences, and not a mere affiliation of some practice to some culture, I am able to understand how to deal with the individual needs of the students. Teachers have to promote equality among the students and their equal participation in class activities. Minority or majority cultures need to be considered alike. Thus, the other approach to improve my ability to respond to different cultures is to cite examples that cut across cultures and using cross-cultural images that do not develop some stereotype in a given culture. The students need to be informed of the cultural diversity of the world in which they exist. References Love, P.G. and Love, A.G. (1996). The Interrelatedness of Intellectual, Social, and Emotional Influences on Student Learning. Oryx Press, Vol.5, No.5. Retrieved from http://www.ntlf.com/html/pi/9609/article1.htm Richards, H., Brown, A. & Forde, T. (2006). Addressing Diversity in Schools: Culturally Responsive Pedagogy. Practitioner Brief. Retrieved from http://www.nccrest.org/Briefs/Diversity_Brief.pdf Read More