`

For your EN 342 Second Language Acquisition project, you are to observe either one non-native speaker as he/she learns English or a classroom or group of learners. You can do this project on your own or with someone else, but you must have at least ten observing hours each. You can observe children, adolescents, or adults, advanced or beginning learners, or if you are an education major and are observing at local schools (many have fledgling ESL programs or a couple of non-native speakers who might need special help), you could check for non-native speakers to observe. You might also try the Greater Columbus Learning Center (Lavonne Johnson at 329-7691). Also, I am teaching an ESL Conversation class with wives of SeverCorr executives on MWF 10-11 a.m. You could observe/help instruct with that class. When you observe, some ideas about what to look for could include the following:

*Noting the varying styles or strategies of a teacher and what works and what doesn't work in the classroom

*Observe a young child and see if you can note some of the rules that the child is using (for instance, using pivot grammar, or making overgeneralizations)

*Differences in comprehension, pronunciation, proficiency in learners who learned a language early versus one who learned a language later in life

*Bilingual children and if they have any problems with interference from the first language, whether learning that language early helped or has hurt, or the development of that second language -- or if there is noted code-switching

*Observation of the route of acquisition of various learners -- whether they learn grammar rules, for instance, in the same order, or whether where they come from matters

*Observations of the varying styles of learning and how each helps or hinders learning a second language

*Whether IQ or being intelligent in one area helps with language learning

*How first language can help or hinder language learning (transferring)

*Overall observation on HOW a learner learns

These are all just suggestions. More than likely, through observations, your individual learner or group will point you in a particular direction. You can also be an active participant as well, meaning you are more than welcome to "teach" as well as "observe." Many times, you are able to actually observe better if you have control over certain variables.

Once you have observed, compile your observations and create a short (two-page) analysis of what you have witnessed, trying to work first and second language theories into your account.

The analysis will be due APRIL 11 along with a brief presentation of your findings. Feel free to ask me where to go with your observations or analysis if you need to. This project is not meant to be something hard or time-consuming but is meant to expose you to second language learners and to be aware of their special problems and learning situations.