Personal Analysis & Application of Language Development Theories
From my own experience, the communicative theory of language development is most convincing.
However, I agree with some elements of behaviorist and interactionist theories as well.
As a teacher and reading specialist, I see the role of the child’s learning environment as crucial in any
instructional situation. The interactionist view paints a clear picture of the relationship between the
student and their environment and demonstrates how crucial the learning environment is (Lejko-Lacan
2013). Behavioral theory focuses on how students are conditioned in language acquisition to respond to
stimuli with language. Especially in a classroom setting, behavioral motivation and proper stimulus for
student learning is key when I teach nonnative speakers (Kenpro 2010). Grass and his social
interactionists’ theories help instructors better reach students by focusing on social and academic
context.
The approach I use when teaching English language learners most closely resembles the communicative
approach. I use the situations that arise in my technology class, and I respond to these situations based
on a set of principles. As specified by the communicative approach, I always speak in the target
language. I utilize more basic, but still authentic, versions of the advanced text I use to teach fluent
speakers (Krashen 1983). I constantly seek out connections with my English language learners’ previous
personal experiences. I build bridges from what they already know in English, with their prior
knowledge of technology, in order to help them reach new territory. My technology class projects are
based on real life activities and events. I seek to link real world scenarios with school culture and school
wide activities outside of the classroom (Kenpro 2010).
My own teachers’ instructional methods were influenced by the Structural/Linguistic approach, the
Direct Approach, and also by the Functional Categories of Language. My Spanish teachers successfully
helped me to gain a basic understanding and use of the Spanish language.
Mrs. Moser, my first Spanish teacher, taught the structure of language as a daily part of her lessons. Her
orientation was toward the Structural/Linguistic approach. Grammar charts were used to illustrate the
rules of language. Mrs. Moser also used songs to teach concepts about the Spanish language. My
studies of the Spanish language were primarily textbook focused. The teacher planned her lessons with
carefully written curriculum that presented the structure of the Spanish language in a predetermined
sequence (Malone 2012).
Mrs. Moser’s educational practices overall placed an emphasis on the Functional Categories of
Language. Mary Finocchairo’s interpersonal, directive, and referential categories were covered in my
eight years of Spanish studies with Mrs. Moser. However, Mrs. Moser predominantly focused on the
interpersonal aspect of communication (Krashen 1983). Her goal was to help us establish and build
social and working relationships for our eighth grade field trip to Mexico, as well as to enable her
students to communicate well with any Spanish speaking people we met in our daily life.
My second Spanish teacher, Senorita Bond, used a method similar to the direct approach. We were
never allowed to speak English while in this Spanish teacher’s classroom (Malone 2012). In fact, this
teacher’s passion for her language instruction inspired her students to the extent that Spanish was used
outside her classroom and in all areas of student life in school. In spite of the fact that all students
spoke English as their mother tongue, Spanish was used frequently in my high school. Senorita Bond
spread her love of Hispanic culture and passed on to me her Peruvian accent. Dialogue and questioning
were used constantly in this teacher’s instructional methods (Krashen 1983). However, atypically for
this direct approach influenced style of teaching, grammar and vocabulary drills and practice were a part
of every class session. Systematic conjugation was drilled into each student from the first class,
systematically moving towards more advanced grammar concepts (Kenpro 2010).
As part of the direct approach, culture was considered a crucial part of mastering the language. Weekly
culture projects pushed her students to explore a wide variety of customs, traditions, and cultural
elements (Malone 2012).
Both my teachers frequently reminded me that I was lucky to speak English as my primary language,
since they said it was hardest to learn English grammatical and syntactic elements because these ‘rules’
are so often met with exceptions.
Overall, I consider my second language teachers successful in their instructional methods. I am able to
read aloud well and I comprehend written Spanish. I know some conversational Spanish. I have
frequently received complements on my pronunciation and on my Peruvian accent. However, I never
came close to mastering the Spanish language. In order to accomplish this task, more years of intense
study would be required since I have a difficulty auditory interpreting spoken Spanish. Moreover, my
Spanish language instruction ended about ten years ago. Regrettably, I have forgotten most of what I
learned in my Spanish classes.
References
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