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When learning a new language, they are many facets that a student can study: vocabulary, grammar, function, and so on. Unit seven discusses these various ideas, and the aspects of these ideas (vocabulary and grammar) that students need to know.
From this unit, I learned that there are four steps that students need to go through when learning a new language: be exposed to it, understand its meaning, understand how it’s constructed, and be able to practice and produce it. A great way to take students through these steps is the ESA structure. Depending on the content or the lesson plan the teacher creates, the ESA structure can be straight arrow (or line), boomerang, or patchwork. There is no “right” or “wrong” choice to what structure is used, as long as it’s effective for the students.
Also, from this unit I realized that a student’s learned vocabulary is often much larger than the amount of vocabulary they can actively produce on their own. It’s important for a teacher to get a sense of where the students’ productive vocabulary is versus their receptive vocabulary. This can been seen by using various different patchwork lessons, which gives the students a chance to show the teacher what they know before the content is actively taught.
When teaching a new language, it is important that students are guided through learning the new language. This can be done through the four steps. How we approach these four steps can change depending on the content that is being taught (vocabulary, grammar, and function). While there is no single right path, it is important to keep these steps and the content in mind.
