ClassroomObservation.docVIP

Janet Raskin Dr. Keith Folse TESOL 5376 9 December 2008 A Quick Look at a Beginning Reading Class Introduction In October 2008, I observed four beginning-level reading classes at the Center for Multilingual Multicultural Studies.? I chose this project because I was interested in seeing how second language acquisition theories are put into practice in the classroom.? I think that there is a critical intersection between teaching beliefs and teaching practices.? If a teacher believes that second languages are acquired in a particular way, will that teacher construct activities that allow students to learn in that way?? I wanted to see if I could observe the class activities and identify the underlying theories for the teaching behavior. I also thought it would be a good idea to step out of the teaching role for a while and observe the teaching-learning process neutrally.? As an observer, I could look at the process from a teacher’s and a student’s perspective.? What seems interesting and clear to a teacher may seem boring and confusing to a student.? A teacher may think she has given students sufficient time to read and answer questions, while the students may feel that they need more time and practice.? I wanted to discover any differences in the way the teacher and the students perceived the learning process. I summed up my goals for the observation as follows: 1.?Observe an experienced teacher work with very low level students whose language she did not speak.2.?View the content that low level students must learn in an academic English course.3.?Gain a student’s perspective on the difficulty and relevance of course content.4.?Observe how theories of second language acquisition are actually applied in a classroom setting.5.?Get an idea of who the international students are at the CMMS in case I have an opportunity to work there. Expectations Before observing the class, I expected I might see some of the practices I read about in William Grabe’s article on s