ACTIVITY 9: Discussion on Language Teaching Approach with Mentor Teacher ACTIVITY 10: Observation of Emergent Reading in Grade R Class for Sarah

ACTIVITY 9 Discuss with your mentor teacher the approach that he/she uses to teach language. Write down your questions and the teacher's answers and provide examples of his/her approach based on your observations. Questions: 1. What is your overall approach to teaching language in the classroom? 2. Do you integrate any specific language acquisition theories into your teaching practice? 3. How do you assess the language development of your students? 4. Can you provide examples of activities or strategies that you use to promote language learning? Teacher’s Answers: 1. My overall approach to teaching language is a balanced literacy approach, which includes reading aloud, shared reading, guided reading, and independent reading. 2. Yes, I integrate elements of Krashen’s Input Hypothesis and Vygotsky’s Social Interaction theory. I believe it is crucial for students to interact in a language-rich environment and receive comprehensible input just slightly above their current proficiency level. 3. I use a combination of observational assessments, formal assessments, and student portfolios to assess language development. 4. For example, I use interactive read-aloud sessions where students are encouraged to predict, infer, and ask questions. I also incorporate dramatic play scenarios to promote language use in social contexts. Examples of the Teacher’s Approach Based on Observations: - During a read-aloud session, the teacher paused frequently to ask students predictive questions about what might happen next, encouraging them to think critically and use their language skills. - The teacher organized a role-playing activity where students had to use new vocabulary in context, helping them to internalize and practice new words interactively. - Students were grouped for collaborative reading activities, promoting peer interaction and scaffolding each other's language learning. 9.1 Compare the mentor teacher's approach to teaching language with the theories you have learnt about language acquisition. The mentor teacher’s balanced literacy approach aligns with several language acquisition theories. For example: - **Krashen's Input Hypothesis**: The teacher’s strategy of providing comprehensible input through read-aloud sessions and slightly challenging texts aligns with Krashen’s concept that language acquisition occurs when learners are exposed to language input that is just beyond their current level (i+1). - **Vygotsky's Social Interaction Theory**: The use of collaborative activities, role-playing, and peer interactions reflects Vygotsky’s idea that social interaction plays a fundamental role in the development of cognition. The teacher’s approach facilitates language learning through social scaffolding, allowing students to learn from each other and their environment. Overall, the mentor teacher's approach incorporates key elements from language acquisition theories by emphasizing comprehensible input, social interaction, and scaffolding to support language development. ACTIVITY 10 10.1 Observe the learners in your Grade R class during your teaching practice for signs that their emergent reading is unfolding. Choose one learner and explain the signs/behaviours that indicate to you that her/his emergent reading abilities are developing. Observation notes for Learner A: Signs/Behaviours indicating emergent reading abilities: - **Interest in Books**: Learner A frequently selects books during free play and shows enthusiasm for looking at pictures and turning pages. - **Recognition of Symbols and Letters**: Learner A can identify some letters of the alphabet and recognizes their name in print. - **Pretend Reading**: Learner A often “reads” stories aloud from memory and mimics the intonation patterns of a reader, showing an understanding of narrative structure. - **Engagement in Story Time**: Learner A actively participates in story time by asking questions about the story, predicting outcomes, and relating personal experiences to the text. - **Attempts at Writing**: Learner A enjoys drawing and attempts to write letters and their name, indicating an understanding that writing conveys meaning. These signs show that Learner A is actively engaged in constructing an understanding of the reading process and is progressing in their emergent reading abilities through imitation, recognition of print, and interaction with texts.