Introduction of the lesson plan

This involves an inclusive lesson plan in a given classroom setting that usually consist of various students for instance 24 regular education12 special and FSL education. This lesson is expected to take place by using a series of mini lessons in a given time frame. It will revolve around teaching the students on writing and speaking English and foreign languages (James, Garrett & Candlin,2014,p.67). In this case at the end of the entire lesson the students are expected to derive and issue out meaning with a given concept of word series. It is evident that this lesson will highly design or build on the students prior learning experiences with the use of visualization aspects.

Lesson plan: Teaching English language linguistics

The discussion describes the core concepts that have been learned in this unit. The content describes the lesson plan identified above (Nicholas & Starks, 2014 p.89). From the lesson plan, we realize that pupil learning in mastering language is critical for every pupil in the classroom. The purpose of the unit is to analyze techniques that have been employed in the teaching of the FSL in the school. Since pupils continue to learn more languages there is need to come up with apt measures that will assist in motivating them to master new languages, especially foreign languages. Children in the classroom are motivated by different factors when learning a new language. The other part of the discussion summarizes how teachers play a key role in teaching language mastery.

Without motivation for mastery of new language techniques then learners cannot master languages (Poehner & Lantolf, 2014 p.82).There are a number of techniques which have been identified from different authors describing cases of demotivation in the classroom. Basically, pupil gets motivated in learning different subjects based on the support given by both parents and teachers in school. Most of the learners are motivated by the external rewards meaning that issues such as praise and tangible prize determine the motivation level. In learning the targeted language (TL) then the aspect of demotivation should be rectified. There is also the issue of intrinsic motivation whereby most the learners are content with the learning modes used by the teachers in the class. From the lesson plan based on the age, we notice that there are those activities which tend to favour different ages in mastering the targeted language (Rebuschat, Rohrmeier, Cross, Hawkins, 2012 p.100).

Background

Also, the other practices recognized in the unit and also from the lesson plan is making the relevance of language teaching in class (Hornberger & Link, 2012 p.12).The aspect of learning the language in classroom forms the key of mastering the different language. There are a lot of benefits identified in learning the language. The idea of viewing the relevance of language learning motivates a lot of pupil in class. Learning foreign languages measures the ability to appreciate one’s culture as well as other social-economic strategies which are useful. Due to this some of the learning institutions have tried to come up with apt strategies that boost in the understanding of FLs. This means core aspects which work to make FLs a real thing that is helpful for the children. As identified from the lesson learning techniques it’s important to indicate each method with exact time together with the targeted number of students in the class (Martin-Jones, Blackledge, Creese, 2012 p.61). The issue of coming up with organized trip especially at holidays helps learners to visit different places where they are supposed to use different languages. This serves as a source of motivation to the learners in learning languages.

The other activity studied in the unit is the concept of gender and personality. In most cases, personality and confidence is another core aspect which determines the masterly of FLs. The issue of confidence can only be achieved by asking learners to give speeches in front of other pupils. This is a way of forming confidence to the learners. Different authors have argued that the level of confidence in language masterly differs a lot between boys and girls in schools. It’s argued that girls master languages at a higher rate as compared to boys (Markee, 2015 p.31). However, on the issue of confidence, it’s unfortunate that boys are more courageous in speaking in front of other pupils in class as compared to the girls.

In addition, the other activity identified from both the unit and lesson plan was the role of teachers in teaching language masterly. From the lesson plan, we can indicate that FLs learning and teaching helps in the development of language. The way teacher’s uses language determines learner’s ability to use the same language (Markee, 2015 p.311). This shows that teachers are inputs in language comprehension in the classroom. Teacher’s utterances contain the messages that are to be interpreted by the learners. This is an indicator that communication in the classroom can only be achieved if the pupil believes that the teacher is the native speaker of the language. Some teachers find it problematic to adhere to rules and regulation of language learning in the classroom. This should be opposite to the learners since they are not supposed to develop any negative thought on language teaching. This concept was clearly discussed in chapter 4 whereby students did not develop any negative thought on the issue of language comprehension in the classroom. In chapter 3 there were views on the roles of teachers in L2 learning whereby it was categorized and analysed through the use of target language.

Therefore, in conclusion, it’s clear that any strategy followed by the learners will determine the level of language masterly in class (Schleppegrell, 2013 p.200).This is absolutely determined by the involvement of teachers in language comprehension. Teachers are useful agents that improve language comprehension in class. However, the ongoing method of motivating pupils in learning will automatically facilitate language comprehension to all pupil in the class. Thus it’s the mandate of both teachers and learners to participate in the entire concept needed in mastering the language in class.

References

Nicholas, H. and Starks, D., 2014. Language education and applied linguistics: Bridging the two fields. Routledge.

Poehner, M.E. and Lantolf, J.P., 2014. Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. Routledge.

Hornberger, N.H. and Link, H., 2012. Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), pp.261-278.

Martin-Jones, M., Blackledge, A. and Creese, A. eds., 2012. The Routledge handbook of multilingualism. Routledge.

Markee, N., 2015. The handbook of classroom discourse and interaction (Vol. 115). John Wiley & Sons.

Schleppegrell, M.J., 2013. The role of metalanguage in supporting academic language development. Language Learning, 63, pp.153-170.

Rebuschat, P., Rohrmeier, M., Cross, I. and Hawkins, J.A. eds., 2012. Language and music as cognitive systems. Oxford University Press.

Lowenthal, F. ed., 2012. Language and language acquisition. Springer Science & Business Media.

Rogers, R. and Wetzel, M.M., 2013. Designing critical literacy education through critical discourse analysis: Pedagogical and research tools for teacher-researchers. Routledge.

James, C., Garrett, P. and Candlin, C.N., 2014. Language awareness in the classroom. Routledge.

Sierens, S. and Van Avermaet, P., 2014. Language diversity in education: Evolving from multilingual education to functional multilingual learning. Managing diversity in education: Languages, policies, pedagogies, pp.204-222.

McLaughlin, B., 2013. Second language acquisition in childhood: Volume 2: School-age Children. Psychology Press.