Reflection

This semester has been a personal learning journey. Throughout, I have truly grown and
gained valuable knowledge in L1 and L2 language acquisition, assessment and evaluation, and
strategies for exceptional learners. Through a variety language theory I have learned applications
that I could apply into my teaching ASL such are:

Stephen Krashens Monitor Model

Interaction hypothesis
Noticing hypothesis
Learners characteristics
Zone of proximal development (ZPD) in a second language acquisition

The above theories will help me use corrective feedback through elicitation, prompts,
negotiations of meaning, and recasts
All of the above will help students build their knowledge in order to understand and
develop their competencies in ASL grammatical, syntax, facial expressions, role-shifting, sign
production, and classifiers. The students could then have opportunities for practical work in the
classroom through spontaneous interaction. They could come to notice a language feature that
they never realized before, or interlocutors can use their acquired inputs to be conscious about
language rules. Interlanguage pragmatics, one of the crucial aspects of learning ASL within Deaf
culture allows students to comprehend and learn through being direct, polite, and respectful and
be able to respond appropriately in various situations.
The students can have different methods of learning that are visual, auditory, and
kinesthetic. It is important that my materials and class activities, such as hands-on, open
questions, discussions, and conversational elements within my lesson plan is unit/topic-based
and interesting. Always it would be my goal to give exceptional or traditional students reasons to
be motivated to learn. In the end, I very much want them to attain a language level that can help
them avoid fossilization.
Assessments and evaluations are verifiable learning processes that can help students use
their critical thinking and mega linguistic awareness. These learning tools can be implemented
through video assessments that use their expressive and receptive skills to build enough
competencies to transfer from L1 as English to L2 as ASL. Moreover, my relational and soft
skills will be applied when I provide students with constructive feedback to improve their own
journey of learning. I must also ensure that the students get support, compassion, and patience
from me. My goal would be to remain positive, to assist in their growth to become independent
learners, as well as lifelong learners, when they leave my ASL classes.
My journey has not stopped here. I have much more to learn in the Teaching ASL program. I am
keeping an open my mind to learning new methods, and obtain the skills, strategies, contexts,
and approaches that will help me to become a successful, well-rounded ASL teacher. In this way
I will be better able to help students become fluent in ASL.