Language Learning Reflection

Learning a new language in high school can be difficult, but with a

good teacher, and lots of people to practice with it can be done. Learning
Spanish after four years of French can be a bit of a challenge, but there are
some similarities between the two languages that make this transition a bit
easier. For example, negation is done pre-verbally in both languages where a
word like no or not comes before the verb compared to English in which
negation happens post-verbally (Ortega, 2009). It is essentially the same
difference but in the opposite direction, which can cause more difficulty
while learning a new language, but the fact that French and Spanish have
this in common helped instead of hindering the learning (Ortega, 2009, p.
32). The similarities and differences are examples of cross-linguistic
influences that helped aid the learning of another new language. The
transfer of one language to another is very complex, but it can be done by
using strategies that work for the students in the class, and that connect to
their interests and desires.
Haley took Spanish for four years from grade nine to twelve after
taking French for four years from grade five to eight. Over these four year
were many learning strategies put in place to assist with learning another
new language. There was a focus on form, grammar, pronunciation and
speech, but the main concept was on building connections with the
language. This teacher constantly incorporated activities to make learning

the language feel real, and used visual aids and patterns to assist in the
learning. Her Spanish teacher would use a theory like the skill acquisition
theory over the years to gradually help with the learning process (Ortega,
2009). He would come up with role plays, commercials, conversation topics,
and many more things to keep the class engaged. Everyday there were
routines consisting of greeting conversations, textbook work, and then more
social interaction. He incorporated associative learning into the classroom to
connect the brain to the learning by stimulating interests and the frequency
of the input language (Ortega, 2009). Students were able to grasp key words,
and pronunciation strategies easier as the class was about the conversation
rather than the written tests. When it came to correcting speaking errors this
teacher would wait until the end of the conversation and then go over certain
words or sentences that were not quite right. He wouldnt sit there and
correct every single error, because he knew that keeping the energy and
confidence up would benefit his students in the long run. This teacher helped
bring meaning back into the classroom where he would teach the basics of
grammar and Spanish, but he would also touch on topics of interest that the
students in his class could connect to. Incorporating the meaning behind the
language was used as a catalyst for learning, throughout the year (Ortega,
2009, p. 80). The focus on these learning strategies helped Haley to connect
to the language, and encouraged her to learn. The encouragement of
conversation rather than written work was definitely something that was
different from her elementary French experiences.

Experience and usage of a language play a key role in the successful

transfer of one language to another. Over the course of her high school
Spanish career Haley went to Mexico twice to work in an orphanage. These
experiences really helped Haley connect to the language that she was being
taught back in school. Her teacher really put the emphasis on connections
and usage, and her language learning was driven by experience, and a
desire to speak the language (Ortega, 2009, p. 141). Being immersed in the
culture and the language that Mexico has to offer really pushed her to learn
all that she could, and to go back to school and take in as much development
of the language as possible. Using memory and experience, and some of the
interlanguage processes like simplification and systematic learning helped
Haleys development of the language. These experiences alongside her
teachers desire to help students learn in any way possible were the reasons
why learning another language was possible.
Throughout this course there have been many lessons that were all
taught slightly differently. The consensus of the group however seems to be
that visuals and demonstrations work the best. There has been a focus on
usage-based learning where the constant use of the language and words
helps to grasp the pronunciation and form of the learners language (Ortega,
2009). People have been writing their words and phrases on the board so
that the other students in the class have something to look at for reference,
and songs and dances keep everyone engaged while they are learning.
Sometimes the songs can be a bit of a distraction while trying to work on

pronunciation, but they do make the class fun. Moving forward as a future
teacher, it is important to know your class and to choose strategies that work
well for them. Choosing to focus on form or fluency rather than accuracy can
be a make or break decision for some of the students in a language class.
They need to feel like learning the language is achievable, and by
associating learning with memories or experiences the teacher is likely to get
the most from their students, and the students will get the most from their
learning.