Language Learning and

Teaching in Education
EDEN111
Week 13: May 13-17
Lecture 1
Assignment 1 220 marked scripts

52 had indications of 75% AI generated

text for at least 1 question.
Using AI is noticeable! DON’T DO IT
● Similar vocabulary and phrasing That’s 23%
● Same sources

You are at the university level. You are expected to put your own thought into your
responses, even when it’s hard.

Asking for real life examples = experiences from your life or someone you know
Case Study

In a high school located in Johannesburg, there is an English language class taught by Mrs. Patel.
The class is diverse, with students from various cultural and linguistic backgrounds, including
isiZulu, isiXhosa, Afrikaans, and English-speaking students. Student 1, a new student from a rural
community where English is not commonly spoken, joins Mrs. Patel's class. He feels intimidated by
the predominantly English-speaking environment and worries about being ridiculed for his accent
and language mistakes. Therefore, he hesitates to participate in class discussions and activities.
Student 2 is a diligent student aiming for academic excellence, approaches English language
learning with a strong emphasis on accuracy. He constantly thinks about his language use, carefully
applying grammar rules and vocabulary to ensure correctness in his speech. While his accuracy is
commendable, it slows down his communication and affects his fluency.
Monitor Model
Student 1: affective filter hypothesis
Allowing the student to pre-write answers before sharing out loud
Sharing with a peer, asking classmate to share out student 1’s ideas
Mini goal setting with student for verbal participation each day/week
Checking in with student prior to class share out

Student 2: monitor model

Timed free writes
Brainstorming exercises
Vocabulary associations
Providing sentence stems/starters
Cloze passages
Mad libs
ZPD
Student 1: (high affective filter hypothesis)
Speaking - indirect participation: have him record notes from class discussions
Not everyone likes to speak out loud and share ideas and then they get bored when
they’re not engaged. Engaged listener to hear peer models of language.
Listening - make audio recordings and have him monitor his own speech for errors -
allow him to re-record.

Student 2: (over use of monitor hypothesis)

Speaking - provide a structured time to preview a text so the student may “rehearse”
before having to speak out loud. Gradually reduce the amount of time given.
Writing - time constrained free write where the pencil is not allowed to come off the
paper.
Question 3

Innatist theory, related with Noam Chomsky, posits that

humans are born with an innate average for language
acquisition.

The Innatism theory of language acquisition, associated

with linguist Noam Chomsky, posits that humans are
born with an innate capacity for language and that
linguistic competence emerges through the interaction criticism - social/environmental interactions: real
of genetic endowment and environmental stimuli example or story to support the criticism

When I was learning Spanish, I was spending a lot of time

The Innatism Theory, championed by Noam Chomsky, around native speakers from Guatemala and El Salvador and
posits that humans have an innate language acquisition
due to the daily interactions I had with them in Spanish, I
device that enables them to learn language rapidly and
ended up picking up similar vocabulary and slang as them
effectively. Mrs. Patel might disagree with this theory for
(que pex, que onda etc.), which is different than Mexican or
the following reasons:
Spanish words.
assessment
what comes to mind when you hear this word?
2 types of assessment
Formative
informal
graded/ungraded*
practice
before or during unit/topic
assessment for learning
assessment as learning
Summative
formal
graded
show what you know
end of unit/topic
assessment of learning
assessment as learning
assessment for learning
formative
Teachers:
● align instruction with the targeted
outcomes
● Identify particular learning needs
of students or groups
● select and adapt materials and
resources
● create differentiated teaching
strategies and learning
opportunities
● provide immediate feedback and
direction to students

Earl, L. (2006). Rethinking Classroom Assessment with Purpose in Mind.

Winnipeg: Manitoba Education, Citizenship and Youth.
 assessment as learning
formative or summative
Teachers:
● model and teach the skills of self-assessment
● guide students in setting goals, and monitoring
their progress toward them
● provide exemplars and models of good practice
and quality work that reflect curriculum outcomes
● provide regular and challenging opportunities to
practise, so that students can become confident,
competent self-assessors
● monitor students’ metacognitive processes as well
as their learning, and provide descriptive
feedback
● create an environment where it is safe for
students to take chances and where support is
readily available
Earl, L. (2006). Rethinking Classroom Assessment with Purpose in Mind.
Winnipeg: Manitoba Education, Citizenship and Youth.
 assessment of learning
summative

Teachers provide:
● a rationale for undertaking a particular
assessment of learning at a particular point in
time
● clear descriptions of the intended learning
● processes that make it possible for students to
demonstrate their competence and skill
● transparent approaches to interpretation
● descriptions of the assessment process
● strategies for recourse in the event of
disagreement about the decisions

Earl, L. (2006). Rethinking Classroom Assessment with Purpose in Mind.

Winnipeg: Manitoba Education, Citizenship and Youth.
Behaviorism

General theory: Assessment:

stimulus / response mastery of knowledge

reward / punishment rote memorization

repetition final product (score) is valued over process

Examples:
“traditional” true/false, matching, essay, fill in the blank,
Cognitivism

General theory: Assessment:

sense making problem solving
Receiving, processing, storing active participation
information
autonomy

“traditional”
Constructivism

General theory: Assessment:

constructing knowledge Process focused
learner centered Problem solving
social interaction focused Real world application
reflective
Examples:
“alternative”
presentations, role plays, portfolios, projects
Benefits

Traditional Alternative
1. Objectivity 1. Authenticity
2. Reliability 2. Higher-Order Thinking
3. Efficiency 3. Differentiated Instruction
4. Student Engagement
4. Familiarity
5. Formative Feedback
5. Coverage of Content
6. Holistic Assessment
Disadvantages
Traditional
1. Limited Assessment of Higher-Order
Thinking
2. Inadequate Measurement of Skills
and Competencies
3. Standardization and Homogenization
4. Limited Authenticity
5. Test Anxiety and Stress
Alternative
1. Subjectivity and Bias
2. Time-Intensive Grading and
Evaluation
3. Difficulty in Standardization and
Comparability
4. Resource Intensiveness
5. Resistance to Change
How can you collect information/data during assessments?

Observation Student completed writing task but once done tried talking
with table mates who were writing still

Checklist Student can use the tier 1 word in a sentence _____

Student spoke in discussion 1 2 3 4 5

Rating Scale
You used your time wisely 1 2 3 4 5
How can you collect information/data during assessments?

Rubric

analytical

holistic
Setting up a rubric

4 3 2 1
Spelling Zero spelling Some spelling Frequent Many spelling
errors errors spelling errors errors
(1-8) (9-14) (15+)

Element 2

Element 3
 In Class Task:
In a group, choose a hypothetical assignment
Literature: Students write a persuasive essay arguing
Choose 1 of these: for or against a specific topic or issue
● 6 part Checklist Math: Students solve a multi-step word problem
● 6 part Rating Scale involving mathematical concepts such as addition,
subtraction, multiplication, or division
Everyone must do: Social Studies: Students research a historical event,
● 4x4 Analytical rubric prepare an oral presentation, and deliver it to the class

Science: Students design and conduct a scientific

For each one, decide where you would use it
experiment, collect data, analyze results, and write a
during the assignment process; report summarizing their findings
Summative or formative?