Professional Documents
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Porfolio Rationale Standard Three FL 664 Final Synthesis Activity
Porfolio Rationale Standard Three FL 664 Final Synthesis Activity
Porfolio Rationale Standard Three FL 664 Final Synthesis Activity
environments that support individual and collaborative learning and that encourage positive
ACTFL Standards Addressed: Acquiring Information and Diverse Perspectives: Learners access
and evaluate information and diverse perspectives that are available through the language and its
cultures.
Rationale:
In order for students to acquire language, teachers must create an environment where
students are encouraged to express themselves in the target language without fear of reprisal. If
students fear humiliation, they will not express themselves. It is essential that the teacher create
an environment of tolerance and acceptance (Brown, 2014). The teacher has the power to accept
the speech of students or deny the students the opportunity to speak. Accepting or denying the
students speech acts can be one manner of creating an accepting or oppressing classroom
message to the class than if that challenge is answered with a reprisal. The manner in which a
teacher accepts a challenge may also send the students a different message. It may be that a
teacher requires a respectful format for the challenge. This is an important point to keep in mind.
As a teacher, I must remember that I am not only source of information. With the rise of the
Internet there is more information available to my students than that to which previous
generations had access (Cazden, 2001). With that in mind, I must recognize that while my
students have access to more information, they still need to know how evaluate the validity of
the information and apply the information for their own use. Instead of reacting negatively to
my students challenging my assertions, I can accept that I do not always have to be the sole
source of information. I can promote tolerance and acceptance when I allow the students to
engage in discussion about topics instead of demanding that they blindly accept my assertions.
As we discuss the information we can also discuss the source of the information and the students
This contextualization of the content can make the learning more meaningful to students.
As the concepts appear in context, we negotiate meaning and the concepts become more salient
for the students (Shrum & Glisan, 2015). Contextualization adds the dimension that the concept
becomes the students own. When students read words from a source or an authoritative figure,
those words have power. They do not belong to the student. When the student can restate the
concept in his or her own words, the student has ownership of the concept (Cazden, 2001). A
References
Brown, H. D. (2014). Principles of language learning and teaching A course in second language
Cazden, C. B. (2001). Classroom discourse The language of teaching and learning (2nd ed.).
Shrum, J. L., & Glisan, E. W. (2015). Teachers handbook (5th ed.). United States of America:
Cengage Learning.