PISCALA Final Output

Republic of the Philippines
UNIVERSITY OF NORTHERN PHILIPPINES
Tamag, Vigan City
2700 Ilocos Sur
Final Output
Second Language Learning and Teaching:
From theory to a Practical Checklist
k. Description of the Paper
Over the past several decades, applied linguistics and second language (L2) acquisition
and teaching have been areas of prolific research and have undergone continual development.
The purpose of this article is to identify essential themes in the field of applied linguistics ,
focusing more intensely on teaching and learning second languages in a classroom setting. Given
that the current professional literature enjoys a vast selection of high- quality, comprehensive
books on second language acquisition , the purpose of this article is to provide a concise yet
overarching summary of the most pivotal aspects of second language acquisition research and
their implementation in L2 teaching. The article provides theoretical background on linguistic
factors involved in l2 learning ( exposure, input, output, vocabulary, repetition, and
automaticity ) and extra linguistic factors ( attitudes, motivation, culture, and the teaching/
learning experience). Following the description of the theoretical background, pedagogical

implications are suggested for each of the theoretical points covered. The discussion is situated
in the framework of 21st- century multi lingualism in general and translanguaging approaches in
particular.
What is implied and concluded:
Language teachers may have a gratifying or a thankless job, depending on the outcome
of the journey that is expected to culminate with sustainable and acceptable second language
proficiency. Language proficiency, in turn, should be seen through the critical lens offered by
translanguaging approaches to additional language pedagogy. Having clear teaching parameters
and models that are informed by research might of assistance to teachers in their continual and
dedicated endeavours toward their student’s success. Reference to materials such as research
described above might have a positive impact on teachers engagement in devising curricula,
lesson plans, and classroom practices that enhance learners chances of transforming class
materials into situated and concrete second language abilities.
Teaching necessitates critiquing ,critiques in turn can be referred to as epistemic curiosity
( Freire, 2015) , or wanting to know more. A teachers curiosity about his or her teaching allows
for constant self- monitoring and self- assessment. To assist this constructive self- critique , and
to ascertain that the necessary conditions for optimal learning are being offered to the learner by
the teacher, an evaluation form is provided in Appendix B. Periodical use of this form echoes
reflective teaching, fostering critical understanding and evaluation of individual instructional
practices ( Lee, 205).
It is recommended that the teachers work closely with the checklist to avoid impressionistic and
subjective, and possibly misleading , self-assessment. Used occasionally or on a regular basis,

the checklist in Appendix B is a useful tool for teachers who seek to maximize the learning
potential of their students and their own teaching capability. The frequency of teacher
engagement in reflective self- evaluation reported in research varies. Reflections can be
undertaken every lesson ( Eilam, 2017), two to three times per week ( Lee, 2005), monthly,
( Gilbert, Bull, Stevens, and Giroux, 2015), or yearly ( Makki and Holliday, 2016) , to name a
few possibilities . readers are encouraged to experiment with the frequency that is suitable for
their goals, and language coordinators are also encouraged to guide their staff into an exploration
of periodical self- evaluation. Clearly, not all elements in the checklist in Appendix B are
suitable for daily self- inspection, but they may serve as a helpful guide. Hopefully, enhanced
knowledge of research and critical reflection on one’s teaching might provide learners with the
necessary conditions for language learning.
The many cognitive benefits of learning languages are undeniable. People who speak more than
one language have improved memory, problem- solving and critical thinking skills, enhanced
concentration , ability to multi task and better listening skills. They switch between competing
tasks and monitor changes in their environment more easily than monolinguals , as well as
display signs of greater creativity and flexibility. If that weren’t enough, as we age, being
bilingual or multilingual also helps to stave off mental aging and cognitive decline. Language is
the most direct connection to other cultures. Being able to communicate in another language
exposes us to and fosters and appreciation for the traditions, religions, arts, and history of the
people associated with that language. Greater understanding, in turn, promotes greater tolerance,
empathy, and acceptance of others with studies showing that children who have studied another
language are more open toward the culture associated with that language.
From this paper, I have learned that a simple checklist can be useful and helpful for both of the
teachers and learners by having this teachers can monitor the complete repetitive tasks more
quickly and efficiently, and with the fewer mistakes. This gives u more time in the day to assures
fewer the drills. Teachers and learners can be more productive and accomplish more each day of
a task.

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Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES

Tamag, Vigan City

2700 Ilocos Sur

Second Language Learning and Teaching:

From theory to a Practical Checklist

k. Description of the Paper

their implementation in L2 teaching. The article provides theoretical background on linguistic

factors involved in l2 learning ( exposure, input, output, vocabulary, repetition, and

learning experience). Following the description of the theoretical background, pedagogical

What is implied and concluded:

translanguaging approaches to additional language pedagogy. Having clear teaching parameters

materials into situated and concrete second language abilities.

Teaching necessitates critiquing ,critiques in turn can be referred to as epistemic curiosity

reflective teaching, fostering critical understanding and evaluation of individual instructional

practices ( Lee, 205).

subjective, and possibly misleading , self-assessment. Used occasionally or on a regular basis,

engagement in reflective self- evaluation reported in research varies. Reflections can be

necessary conditions for language learning.

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