The discussion on language and context confirmed my understanding that learning English as a second language was not a linear process. According to the first reading, learning English as a second language involves the participation of both students as well as teachers in different circumstances (Gibbons, 2012, p. 30). This is because of the fact that learning is a collaborative activity that requires the active participation of primary stakeholders. In this case, teachers and students are the primary stakeholders. I have had practical experiences whereby I am unable to use a second language in different contexts. I always feel comfortable making conversations with familiar people or making conversations in familiar environments. The first reading reveals the same thing, and this confirmed my existing understanding of contextual learning.
The three readings talk about scaffolding, literacy, and a functional model of language. The authors present strong arguments and evidences for their ideas thus enhancing understanding. However, there are a number of ideas that I disagree with for various reasons. First of all, I disagree with the idea that talk can be seen as a tool for thinking because this is a rather inaccurate statement. Talk is a reflection of the thinking process rather than a tool for thinking (Jones, 1996, p. 43). Students can use reading as a tool for thinking rather than talk. I also disagree with the idea that second language learners are the mainstream because first language learners have an advantage over them. Second language learners face a myriad of challenges in learning. Therefore, teachers must identify them for purposes of giving them extra attention in order to enhance their learning process.
The readings offer great insights on the concepts of contextual learning and literacy. The most interesting thing that enhanced understanding of the readings was the use of theories and models. The first reading introduces the theory of language while the third reading uses the functional model of language (Custance, n.d., p. 62). The theory and a model break down the concept of learning to make it very easy to understand the topic of discussion.
Bibliography
Custance, B., n.d. A functional model of language. Sidney: Government of South Australia, Department for Education and Child Development.
Gibbons, P., 2012. Scaffolding language and learning. Portsmouth, NH: Heinemann.
Jones, P., 1996. ‘Talk about literacy in the content areas’ In Pauline Jones, Talking to learn. Primary English Teaching Association, Sydney, pp. 126–148.
