Kelli Scott

Dr. Michal Brody

EDTE 541 Pedagogical Grammar
May 9, 2015
Journal #4: Reflection on Approach to 2nd/Foreign Language Pedagogy
1. It is not necessary to know anything about the structures or
characteristics of other languages; only a thorough knowledge of
the target language is necessary.
2. It is very useful to have comparative knowledge about
specific dyads of languages (the target language and the
L1 of students); knowledge about languages in general may
not be very useful.
OR
3. It is very useful to have broad general knowledge about the
structures of other languages and about what kinds of elements
can be grammaticalized.
Graduate-level learning and language acquisition are similar: they both require
a lot of internal processing that may not be easily measurable, and learners are
usually left to their own devices. [We should] prioritize helping learners develop
those own devices to which they would be left Dr. Michal Brody.

One student this semester in the Santa Rosa Junior College ESL department has
drawn all of my attention like a magnet. His name is Billy Buster and he wants to be
a graphic artist. He has a mental disability that includes extremely high anxiety, and
he is completely deaf. Every Friday, Billy arrives to the ESL Beginning Computers
class with two ASL interpreters. He is the only student in the 15-student ESL class
who requires any disability resources. I have noticed that, in addition to interpreting
the professor and other voices and written instruction, Billys interpreters often give
him additional individual instruction to help him keep up with the rest of the class.
(This was noticeable to me because it frequently collided with my job expectations as

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the Instructional Facilitator.) I learned how to work together and communicate
with these interpreters so that Billy could have a quality learning experience like the
rest of the students in the class. This was my first exposure to disability resources in
an educational setting, American Sign Language interpreters, and deaf students in an
ESL course. In order to communicate with Billy about his assignments and his typing
errors, I had to learn some sign language. I did not previously know any ASL. Some
I learned from the interpreters by asking them in English how to say and some I
learned from Billy himself by using gestures and writing words in English on paper.
By learning how to nod my fist in front of the computer screen, I was able to show
approval when he had found the correct place to click on or when he had followed
instructions correctly. I also learned how to show enthusiasm and say good job,
which visibly improved his self-efficacy throughout the course. This teaching
experience raised thousands of questions for me, for example: Why has there been so
little mention in my TESOL courses about deaf students learning English as a 2nd
Language? And how do we teach English reading and writing to deaf people?
This busy semester of graduate work buried me in layers of new conceptual
framework to apply to my imaginary/future job as an English teacher. While gaining
some general concepts on Educational Research and Pedagogical Grammar, I have
been lacking the grammar-teaching experience to internalize and apply many of these
important ideas. I am the part-time Instructional Facilitator for Dr. Luz Garcias
Advanced ESL writing course at the Santa Rosa Junior College. I also work once a
week in her ESL beginning computer skills class. It is exciting to be immersed in an
environment where adults are learning English as a second language formally with an

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experienced instructor. In this setting, however, I dont see any formal grammar
instruction. All of these students have passed several prerequisite ESL courses and
have mastered an intermediate level of speaking and writing competence in English.
My position was created for the course to have an instructional aid on computer-lab
days only; many students need support with basic computer skills, navigating
technical instructions, and occasionally revising written work.
I frequently arrive at language barriers that teach me how to anticipate individual
needs and communicate more effectively. I notice vast individual differences of the
(all speaking/hearing) students who occasionally ask me to scan their papers for
errors and what types of errors I tend to come across. Coincidentally, I am learning
along with these ESL students this semester how to confidently navigate online tools
and compose a large research project. It is clear that the Advanced ESL course is well
designed for preparing the English students for future academic endeavors, but a truly
effective approach to teaching grammar remains a mystery to be solved.
When asked to reflect upon my preferred approach to teaching English grammar,
I think of Billy and all of the brilliant students in Luz Garcias classes who have such
an interesting variety of native languages and individual needs. I think of myself as a
teacher/aid and the knowledge I bring to the table at this shaky inexperienced stage of
my work life. I bring compassion, and openness to work with me, which allows me
to provide some high-quality support and form strong individual relationships with
any of the students I work with, but I have so much to learn about world languages
(including English!) Of course, it is very useful to have comparative knowledge
about the target language and the L1 of students. Each person learning will benefit

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from compassionate guidance and an environment where they feel understood or

welcome to reciprocating guidance. Although I believe it is not necessary or possible
to gain extensive knowledge about every language, it is necessary and helpful to be
open to gaining more general knowledge about the structures of other languages. It is
necessary to know a little bit about the native language of a student because it is an
important part of understanding each students individual needs, and is useful in most
effectively meeting their needs. This semester has shown me that teaching and
learning are reciprocal experiences that can only happen over time, with respect and
openness to learning about all of the language backgrounds and individual needs of
each student.