Sunday, February 24, 2019
Daisy Interview
https://youtu.be/eL_T3xVi7J0
I interviewed Daisy, who I have gone to school with for a few years. Daisy learned Spanish as her first language and shortly after learned English. Daisy learned from her friends and during down times how to fluently speak English. I find it really interesting that children are capable of doing that where as it would be much more difficult for adults to learn a new language through non education channels. Daisy said she uses English more in her regular life and that she now has a stronger grasp of the English language than Spanish. It would make sense that the regularity of speaking English would allow the language to become more dominant as she gets older. Daisy had a lot of help from her friends and teachers when it came to the properly enunciating certain words that she struggled with. She would personally feel embarrassed when she said words incorrectly which would make her doubt the process of learning English. Even with her struggles, she received a lot of support from her teachers and classmates.
I can make a connection to what Daisy is saying about the support she received from students. There are a few students that do not speak English very well at my school and they receive a lot of support from fellow classmates. Even with the support, they still feel embarrassed and shy away from trying to speak English.
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Hello Eric!
ReplyDeleteThank you for taking the time to interview Daisy and thank you Daisy for taking the time to be interviewed. This was a lot of fun to watch and I liked your energy through the interview. I think it's very interesting how Daisy does not clearly remember learning English - but she was more so immersed into English. I also loved how Daisy mentioned making connections between Spanish and English, I find this to be so important between L1 and L2 acquisition. Making connections between two languages can help create a bridge that aids in overall proficiency in both languages. Daisy should not worry about making mistakes in English as a child because is is very common. According to Rowland, "We concluded that these mispronunciation errors could not be attributed either to perceptual problems or to problems with articulation" (46).
References:
Rowland, Caroline. (2014). Understanding child language acquisition. London; New York: Routledge, Taylor & Francis Group, 2014.
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ReplyDeleteHey Eric!
ReplyDeleteI really enjoyed your interview video. I really liked that you added some comic relief to it during your interview. I relate a lot to Daisy’s experiences. I too learned a lot of my Second Language through my interaction with native speakers. There are many factors associated with ones ability to successfully learn a second language. In Understanding Second Language Acquisition, Ortega states, “Languages are almost always learned with and for others, and these others generate linguistic evidence, rich or poor, abundant or scarce that surround learners” (Ortega, 2013, P. 55).
I would also like to add that I think it’s great that other native speakers would take time to help her reflect and notice mistakes that she was making when speaking. According to Ortega providing a second language learner is really important because it allows “L2 learners to figure out what is not possible in [one’s] target language” (Ortega, 2013, 72). Furthermore, Ortega strongly believes that when negative feedback is provided in a more explicit and informative manner it is much more likely to benefit the learner and help them foster the growth of their L2 (Ortega, 2013, P. 75).
Reference:
Ortega, L. (2013). Understanding second language acquisition. New York, NY: Routledge.
Hey Eric!
ReplyDeleteYour vlog was very interesting and funny, I enjoyed watching it! I can relate your interviewee, Daisy, as my interviewee learned another language, Urdu, before learning English. It's interesting that boy Daisy and my interviewee (Zavi) were able to learn fluent English through social interactions with friends, schoolmates, and other peers. Something that sometimes helped or hindered Zavi's ability to develop her English language proficiency was the transfer from her first language to her attempts at learning English (Ortega, 2013, p. 35). She developed certain habits from the Urdu language that may or may not translate efficiently to English, and that sometimes helped her or harmed her. I'm sure Daisy experienced something similar.
Ortega, Lourdes. (2013). Understanding second language acquisition. London: Routledge.
Hi Eric,
ReplyDeleteThere are ares some similarities about Daisy and my interviewee, just like how they both did not wanted to speak because they would be afraid that their classmates would laugh. It is very difficult to speak another language, but with practice she was able to adapt and learn English perfectly. i completely agree with students being embarrassed even though they receive help, i also have seen these and it seems that some of their classmates would laugh at them, which makes them not want to participate or isolate from others. But having their teachers motivating them and their closes peers can boost their motivation and prove that they can do better (Ortega, 2013).
Ortega, Lourdes. (2013). Understanding second language acquisition. London: Routledge.