Blog 3
For my final blog video I interviewed a fellow teacher at my school. She works in a third grade classroom teaching math. Our school is very diverse so she has many bilingual students in her classroom. She has seen how being bilingual has affected and benefited her students. One thing she has noticed about the students who are bilingual is that the majority of them are intrinsically motivated with their school work. Ortega (2013) discusses how intrinsic motivation is the most ideal kind of motivation for students. Ortega (2013) says that when students are intrinsically motivated they are taking captive their own learning (pg. 176). It is also has been shown that students who are intrinsically motivated show higher achievement rates. I believe students could be motivated by their families as well. Many of my ELL students especially from the middle east and Asia have told me how their families only accept A’s. I believe this would be a big reason why these kids would be motivated to pay attention in class and learn as fast as they can.
Ortega, L (2013). Understanding second language acquisition. London: Rutledge.
For my final blog video I interviewed a fellow teacher at my school. She works in a third grade classroom teaching math. Our school is very diverse so she has many bilingual students in her classroom. She has seen how being bilingual has affected and benefited her students. One thing she has noticed about the students who are bilingual is that the majority of them are intrinsically motivated with their school work. Ortega (2013) discusses how intrinsic motivation is the most ideal kind of motivation for students. Ortega (2013) says that when students are intrinsically motivated they are taking captive their own learning (pg. 176). It is also has been shown that students who are intrinsically motivated show higher achievement rates. I believe students could be motivated by their families as well. Many of my ELL students especially from the middle east and Asia have told me how their families only accept A’s. I believe this would be a big reason why these kids would be motivated to pay attention in class and learn as fast as they can.
Ms. Thiel also discusses how ELL students do not struggle with math as much as they do reading, unless they have to solve a word problem. We can see how math could be more desirable for ELL’s since they will not have to read much but can solve number problems. She discussed how her English language learners struggle with understanding idioms, which are not as common in math. This could be another reason why her ELL students do not struggle in math as much as reading.
Ortega, L (2013). Understanding second language acquisition. London: Rutledge.
Hello Vanessa, I really enjoyed watching your interview you’re your teacher. I also enjoyed her view about the positive impact of intrinsic motivation. I believe that a young age many kids enjoy learning which makes learning new things and reaching goals more fun for them. But I also believe that even though the students you asked stated their parents’ rules are what motivates them to learn their L2, I think in some cases rules like only having A’s can be more of an extrinsic motivation rather than intrinsic. According to Ortega, “Naturally, choice and personal causation cannot always be possible. For example, threats or even simply controlling language, rewards, deadlines, surveillance and exams can divest people from a sense of choice and take the pleasure away from almost any activity” (Ortega, 2013, p. 176).
ReplyDeleteOrtega, L (2013). Understanding second language acquisition. London: Rutledge.
Hi Yesenia! I liked how you pointed out the positive impact of intrinsic motivation. I agree with you; this type of motivation can definitely be positive for students. It motivates them to work harder and it gives them a purpose. Especially at a young age when they think learning is fun. In a way I feel like this also has something to do with the activities that they do. Btw, great video Vanessa!
DeleteYesenia, I completely agree with Ortega on that one, and I can see how it would discourage students in the long run. I want to have a classroom that encourages students to intrinsically learn so that it will benefit them in the long run. I can see what Ortega is saying about it taking the pleasure away from things, as some of my students who are extrinsically motivated lose interest quickly when it is not entertaining (Ortega, 2013, p. 176).
DeleteOrtega, L (2013). Understanding second language acquisition. London: Rutledge.
Hello Vanessa, I really enjoyed watching your interview with Taylor. What stand out to me the most was that she explained that students tend to try to motivate themselves by looking how their parents grew up. They want to better themselves by achieving their goals. As Rowland (2014) explains this as “Support from significant others (including parents, siblings, peers and teachers), since believing that they want one to learn the language creates rewards and reinforcements that may be important in boosting motivation” (p. 172). I agree with this 100% because the people who are around the students are the ones who motivate them.
ReplyDeleteRowland, Caroline. (2014). Understanding Child Language Acquisition. Routledge. London and New York.