A Focus of Form(s)

                                                                            
       This week I would like to explore the ways in which we approach grammar teaching within a dual language learning environment. I’m going to take a deeper look at how we teach grammar, what is effective, and how we can be more intentional in our teaching. The areas I consider, a focus on form vs. a focus on forms, helps us navigate the ways we integrate grammar teaching (or don’t) in an effort to assist ELLs.
           In understanding a focus on form and a focus on forms, I found it beneficial to consider the ways in which second language acquisition is compared to primary language acquisition in both approaches. These approaches also question whether teaching is more learner-based or more teacher-based. In analyzing the approaches, we can better understand how to structure our classroom environments.  
          I adhere more to Focus on Forms. It is evident that there are differences in primary language acquisition and second language acquisition. In focus on forms, I feel my teaching is more intentional as students communicate. I am conscious of how I develop formal grammar lessons that are built in to the lesson. These “mini lessons” serve as means by which ELLs  may further explore topics related to the material being presented. These lessons serve as additional assistance for students and also facilitate work with their peers. For example, in a literature lesson about theme and narrative, we may focus on the use of imagery. In doing so, it would be helpful to embed a mini lesson where students can practice their use of adjectives.
          I may, for example, write a recognizable noun on the board (dolphin) with an accompanying picture of a dolphin. I could then point out the Spanish cognate “dolphin and write three descriptive sentences on the board to describe the dolphin (The dolphin has a large tail; The dolphin jumps high; The dolphin swims fast.) I would ask students to consider what adjectives and adverbs could be used to make the sentences more descriptive. Students could work in pairs to create more descriptive sentences of the dolphin.
             However, I also address grammar as issues and questions as they naturally arise. I feel it is my job as an educator to observe discussions and assist students in their learning processes. I observe students, for example, in their group activities and help guide them as they process information, perhaps by asking clarifying questions. Addressing grammar as it occurs in discussion is a natural process and allows me to focus on student needs in a very real way. I feel that this process also assists students in their confidence. They are able to speak freely and openly.