Learning vs. Acquisition View

The students:

A- make a Venn diagram to compare two stories
A- read a language experience story they have created with the teacher
A- work in pairs to arrange words from a familiar chant into sentences
A- make alphabet books on different topics
L- look up words in the dictionary to write definitions
L- practice sounding out words
L- read in round robin fashion
L- correct peers when they make a mistake
L- divide words into syllables
L- ask teacher how to spell any word they don’t know
L- identify words on a big book page that start with the same sound
L- on a worksheet, draw a line from each word to the picture that starts with the
same sound

L /A- write rhyming poetry and then discuss different spellings for the same sound
L/A- group cards with classmates’ names by a criterion on such as first or last
letter

The teacher:

A- set aside time for SSR (sustained silent reading) each day
A- has students meet in literature circles
A write words the students dictate for a story and has students help with the
spelling of difficult words
A- teaches students different comprehension strategies
A- does a picture walk of a new book
A- does a shared reading with a big book

L- make sure that students read only books that fit their level
L- has students segment words into phonemes
L- uses decodable text
L- uses a variety of worksheets to teach different skills
L- conducts phonics drills
L/A- teaches Latin and Greek roots
L/A- preteaches vocabulary
L/A- chooses predictable texts
L/A- asks students to look around the room and find words starting with a certain
letter.

Reflection:

According to Freeman I viewed the learning view as providing instruction for students that gives them opportunities to learn each part of the language-the pronunciation, grammar, and vocabulary. In contrast our reading describes the acquisition view as more of an authentic approach to teaching language. Students are given purposeful instruction that gives them opportunities to understand, speak, read, and write language in a variety of settings that results in a deeper comprehension. Those activities that I labeled L were those that were less engaging and oral or written. Those that I labeled A I felt were activities that allowed students to make more sense out of language and take their oral language to a new level. Finally, those activities I labeled L/A were activities that I believe could be labeled both because they were rich in comprehension, but yet served to also break apart language into simple pieces for the learner.

References:
Freeman, D., and Y. Freeman.(2004). Essential linguistics: What you need to know to teach: reading, ESL, spelling, phonics, grammar. Portsmouth, NH: Heinemann.