Foundations of Language Teaching: Teaching English Language Learners in Grades 4-12: Classroom Video Analysis

Foundations of Language Teaching: Teaching English Language Learners in Grades 4-12: Classroom Video Analysis

Order Description

copy the directions here along with attaching the assignment as a pdf file with the order. There will also be multiple papers attached for you to use as citations. You must cite from the attached papers by following the directions in the assignment. The directions will be the first attachment followed by the education papers to cite.

This assignment is a 5 page Classroom Video analysis for the course Foundations of Language Teaching: Teaching English Language Learners. I will link the video to use below. It is the first video titled: Ms. Allan’s Biology Lesson 1
If you have any questions please contact me ASAP.

Follow this link for the video you will analyze:
https://web.stanford.edu/dept/gse/cgi-bin/clad/elr011/
It is the first video titled: Ms. Allan’s Biology Lesson 1. Click on the left hand side tab section videos. You will find Ms Allan’s Biology Lesson 1 video there to view and analyze.

To demonstrate your understanding of the concept of comprehensible input, you will write a brief
analysis of a 3-5-minute long video taken in a classroom of English language learners. Your 5-6-page analysis will focus on three of the following areas of discourse: Errors, Feedback on errors, Questions, Negotiation of meaning, Metalinguistic comments. (See Lightbown & Spada, 2010, p. 115-116) or Comprehensible Input (and Output).

In order to complete the assignment, do the following:

1. Review key SLA terms and concepts provided in class and through the readings.
2. Watch your assigned video of classroom discourse.
3. Re-watch and take notes: Identify all moments of Errors, Feedback on errors, Questions,
Negotiation of meaning, and Metalinguistic comments. Use the table in Lightbown & Spada (p.
115-116) as a guide.
4. Count occurrences of each type. Choose the three most frequently occurring area – or the one(s)
you find most interesting or enlightening. These will be your subheadings in your analysis.
Answers to the following questions should be included in your analysis subsections.

Category Guiding questions for analysis:

Errors –
Were errors made either by the NNS or NS? If so, what were they? Did you notice
any patterns in the types of errors made? If so, describe recurrent errors or types
of errors. Are the errors made common among learners of English of the same L1?

Feedback on errors –
What happened when various errors were made? Some possible answers may be:
(a) The conversation continued with no feedback or correction. (b) The teacher or
another student provided some form of feedback and the conversation continued.
(c) The learner and another person engaged in some back and forth to come to a
shared understanding (this is related to Negotiation for meaning below).
Describe what type(s) of feedback you found in the interaction (e.g., recast,
clarification request, elicitation)

Questions –
What kinds of questions were asked? (Genuine or Display? Open-Ended or
Closed?) Who was asking the questions? (Analyze the percent of questions asked
by each speaker). What impact does this seem to have on the flow of the
interaction? What types of responses (length, complexity and detail) did the
answerer provide?

Negotiation for meaning –
What happens when one of the speakers does not understand the other? Discuss
the patterns of negotiation for meaning as seen in the video. How many turns
does it take before understanding is obtained OR before the conversation moves
on (without resolutions)?

Metalinguistic comments –
Is there any discussion or mention of language or language use? If so, when does
it occur? Who initiates the talk? How does it ‘end’?

Comprehensible Input (and Output) –
(not included in
Lightbown/Spada,
but a rich area for
this paper)

What do you do to help make yourself more understandable to the learner? What
does the learner do to be understandable to you? Do the strategies change based
on what is being discussed or something else related to the interaction (earlier vs.
later in the recording)?

5. Identify 1-2 examples for each of your subgroups. Make sure they show different findings within the subgroup (i.e. under feedback include a recast and a clarification request – not two recasts).
You will state the total number of examples you found in lieu of showing each.
6. In a 5-6 page paper using the outline below, discuss the role of input, output, negotiation, L1
transfer, and scaffolding in your interaction. Include brief (2-6 line) excerpts from your transcripts
to illustrate points. Be sure to introduce each segment and narrate your analysis of that segment
(i.e., tell your reader what you want them to notice in the segment) immediately following it. (See
Beyond Methods Chapter 5 for a model for how to insert a transcript segment into a paper.)

Requirements
• 5-6 pages
• 1 inch margins
• 12 points font, Times New Roman (Yes, I’m boring.)
• double spaces, except for transcript excerpts which include line numbers
(https://www.youtube.com/watch?v=TOgtBpGmDH4)
• Use APA style for headings and subheadings (see APA basics document on Blackboard)