User talk:Dianacris

=LOOKING FOR WAYS TO APPLY [[PREVIEW, REVIEW, VIEW IN HIGHER EDUCATION=]]

Having explored in depth how adults learn gives me more analytic eyes to not just have an overlook of a technique but really center my attention on how useful this can be for my students´language proficiency.

My group and a little contradiction
The groups I work with are young adults between 16-45 years old. We all know that due to the human beings' nature and learning styles, what might be useful for me, might be useless for others or simply, I might do well using this or that technique while others do not.

Intention
My intention is to have a better understanding of the preview, view and review technique in light of osme theory on how adults learn an L2. Preview, review and view is a way to teach English following three stages: the teacher explore the students' previous knowledge in Spanish, explains the topic of the class in Spanish (view), explores and assesses the studetns' understanding in English and in Spanish.

What others say...
Some experts say that in contrast to children "adults seem to have lost the still misterious ability of childern to acquire the grammatical forms of the language while apparently not paying attention to them". He further asserts that this need for concious awareness of form suggests that some typo eof input enhancement is necessary for adults language learners. Then, "There are severeal ways that input to the learner might be enhanced. Explicit information can be provided to the learner on how the language is structured, a form on postitive input enhancement". (Schmit in Ioup, 1995, p.98). A very good option of positive input enhancement is bringing the adults' life into the classroom and letting them express in their mother tongue. This can stop being like the clothes they have to take off at the beginning of every English class to become a very useful and necessary part in the class.

I have always used chunks of the L1 to help my students make sense of what I say but I never thought of using part of the class in doing so. And as stated before, they might need more explicit information on how the language is structured and what they are supposed to do with it.

Preview, view, review appears as as technique that lets students understand the language and the content, using their L1 to help them first intheir metacognitive process first, and second, inthe development of their L2 through inferences and associations.

The cons
What I might be afraid of using this technique is the fact that there are some difficulties adults experience and Flynn and White attribute this to the "influence of the language already acquired: the parameter setting of the first language is adopted to the new language". This would be a hindrance. Adults do have a strong control over the input, while in kids this is not a problem. They scarcely differentiate when you switch languages. I want my students to move up to more advanced uses of the language and I think that this would make the process slower although effective in some cases.

To conclude...
I like when Marulanda (1995) says "we cannot deny that the mother tongue is, generally, the language of affection, expontaneous and emotional expression (p. 45). Obviously, I am not going to know whether it can be the base to learn effectively a L2 unless I try it.

My goal is to plan a class where I implement this technique and see how it works. I like an anonymous adage that says: "unless you try to do something beyond you have already mastered, you will never grow".

Who made this?
Cristina García Mora Especialist in Bilingual Education Currently working at Universidad Santo Tomas. Tunja, Boyacá, Colombia.