alanis english

It is pretty obvious to me now that Alanis, although exposed to the English language as she has through TV programs, has not quite made the progress I thought she would. It is like I have misinterpreted or been wrong about the sign: that because she can remain in front of the TV watching programs such as The Backyardigans or Lazy Town, for example, and never complains or tries to change channels she is actually comprehending. And obviously, as Krashen claims, no understanding no learning.  

What makes me so sure that she is not quite advancing? Well, sure is probably an exaggeration, and to be sure, some kind of learning is actually taking place. However, Alanis´ very simple language exchanges when I talk to her gives me the strong impression that her ability to communicate (being able to understand and/or express her ideas orally) is restricted to only what we have been able to achieve ourselves, the two of us together. 

And so where can all that lead to? To lots of reflections and actions. 

Let´s start with actions. One very logical one will be to push the input more often. I must admit that I have not been as aggressive in terms of creating a proper environment for real language learning to occur. So, for instance, I have decided to talk Mom in English and not just to Alanis. Another action to consider is to build a parallel to language content of her school sessions. In fact, the other day we both worked around the theme of personal cleaning and it worked well. One feature, very dynamic, that I have not exploited is YouTube videos. Programs that I thought I would have to DVD record off the television itself are in YouTube: Backyardigans, Charlie and Lola, etc. One more action is computer games which can bridge the gap to create interaction between us.  

As far as reflections, it is like gun shooting in an elevator: the bullet can go in any direction, not quite predictably. So, I am sure anything I say here will be merely the tip of the iceberg. Let´s find out, then, what runs through my mind. 

For starter, it is clear the passivity versus activity factor. In her particular case, being only four, she has little control over her willingness to determine if to learn or not to learn, let alone what or what not to learn. When she is watching, as I have also watched, she sees and hears. If language, in this case second language learning, is sound with meaning, little of the input is meaningful. What is left? The visual side of the input, which may be entertaining enough for her, especially if characters have become familiar to her, is bearable to keep her glue to the TV. This all means she is being less active than what is claimed to be necessary.

For pedagogical purposes, let us explore this non-passivity factor. One particular skill comes to mind which I attribute much of the success in learning in general: problem-solving. Among the programs Alanis watches is one that promotes this kind of development. It is called Doral the Explorer. The format works the same for every program. Dora´s in-action-dialogue draws on the audience knowledge and their ability to make decisions. At the end these same decisions are put to the audience to reinforce the skill along with the knowledge acquisition.

Does Alanis work out any of the problems in Dora? I feel not. In light of the time she has spent since she started watching Tv in English including Dora which is more than 1 to 2 years, little she has to show for. I think much of the intention behind Dora´s goals land on desert land. Why? Alanis English, it is my belief, has grown too little to be able to grasp the basic elements of the tasks at hand. Let us forget that her native language environment, Spanish, becomes more and more the real reason behind any attempt at communicating.

One interesting point worth mentioning is my tutorship. Alanis English mirrors mine in so many ways. I know what she knows or she can handle in terms of lexis. It is like I know every word she knows. This is one evidence of the little effect any exposure to English other than the one coming from me, is having on her. It is easy for me to notice it.

What does all this mean in terms of second language learning? Well, there is the learning of a very young person and then the learning of a young adults. Let´s look at this a little. 

Well, for one thing, and as I said to people who ask me if I teach Alanis, I don´t. I just talk to her, making sure she has enough context to make the input comprehensible or comprehended. The rest is up to her. On the other hand, unless I bring to her problem-solving tasks my chances are little consequence. 

As far as young adults, which is somewhat my bread and butter, the problem-solving approach becomes even more unavoidable. And this is precisely what many of us in the field use least of all. In the process of learning, students need to recognize the input and work it systematically. And yet, unless we challenge students to notice salient aspects of the language and put them to use as they make informed decisions, little learning will take place.

It is my reflection.