As a writer
I have always tried to be consciously aware of my vocabulary, grammar, and
usage. There is such a stigmatism when people make errors in writing. Sometimes
that is even evident in more informal settings such as blogs. That is most
likely one reason I do not like making mistakes in writing even though everyone
makes mistakes. In regards to reading, I don’t think it is a conscious effort
to pay attention to vocabulary, grammar, and usage. There is more interest in
vocabulary between the three because word choices will peak my interest at
times. Having said that, I think it is likely that I pay more attention to all
three than I think. It is most likely more subconscious. I am able to say that
I am always consciously aware of all three when I am reading in Spanish. I want
to see how sentences are phrased, which prepositions are used after certain
verbs, and many other aspects of the language. That seems like the best way to
be a proficient writer when learning a foreign language. When I read books with
my class in Spanish I will point out vocabulary, or grammar functions that we
are working on in class.
The language
that I have acquired for my academic and professional writing comes from
exposure to that type of writing. It is from reading academic texts throughout
the years, and from paying attention when I see someone formally write. Now
that I am answering this question I recall how I do pay attention to
vocabulary, grammar, and usage when I am reading formal texts. Again, I don’t
like making mistakes so I watch how others write. Also, if I am unsure about
something, I will often times reference the internet for information. In
regards to everyday literacy activities, I do the same. When I write to someone
informally I still want my text to be well received by the audience so I write
in ways that I think will be pleasing to them. I will pick up words or phrases
that are appropriate in informal situations and use them.
Teaching advanced
L2 learners can be challenging. For me personally, I think that student
population would present the biggest challenge. I am accustomed to teaching
basic language classes such as Spanish 1-4. Normally I can cover all the basic
grammar rules over this time. The jump from having basic fluency to near native
fluency is a huge leap in my opinion. I think it is a challenge for teachers to
help get students to near-native fluency. At this point students are trying to
fine tune their L2 skills and that can be frustrating. Often time’s students
have many minor errors in little known grammar rules of the target language so
teachers have to be on top of those rules. For instance, I had a professor talk
about how the word order for several consecutive adjectives is different in
Korean compared to English. Many native English speakers do not know or
remember going over any rule for why you say “The large furry brown dog”
instead of “The brown large furry dog”. Most native English speakers know how
to say this by what sounds correct to them. If a teacher has a Korean born L2
writer it might be beneficial to know the rule over what word order is used for
adjectives so it can be explained to the student instead of just saying it
sounds right that way.
At this time
I do not feel confident teaching advanced L2 students, but I feel confident with
lower level L2 students. Again, I have more experience teaching lower level L2
students. Since my major was not English, I have a lot of work to do. I need to
brush up on English language rules. I am looking forward to taking classes that
will help me recall those rules, and learn more about the English language. I
am sure by the end of the program I will be confident if I teach advanced L2
learners.
