Gianny's Personal Language learning Diary

Gianny's Personal Language learning Diary

welcome to what I have learned through my journay

February 26th - 25

Perspectives on Second Language Acquisition

Today I've been reflecting on my philosophy regarding Second Language Acquisition (SLA). At its core, I believe SLA is fundamentally about creating meaningful experiences through which students can truly make the second language their own. This perspective aligns with Kramsch's (2009) notion that "language learning is not just about acquiring a system of signs, but about constructing the way in which we make meaning of the world" (p. 238).

When students engage with language through authentic, purposeful interactions, they begin to internalize not just vocabulary and grammar, but cultural perspectives and ways of thinking. As Lantolf and Thorne (2006) argue in their sociocultural approach to SLA, "learning is embedded within social events and occurs as a learner interacts with people, objects, and events in the environment" (p. 197).

What particularly fascinates me is how learning a second language expands one's worldview. The process transforms students by opening new perspectives and allowing them to see the world in what I consider a more "wild" and uninhibited way free from the constraints of a single linguistic framework. This connects to the linguistic relativity principles discussed by Pavlenko (2014), who notes that "learning a new language is not merely learning new words for the same things, but learning new ways to think about things" (p. 142). Through my teaching, I hope to foster these meaningful experiences that allow students to not only acquire language skills but also develop a broader understanding of themselves and the world around them. As Norton (2013) emphasizes, "language learning is not just about exchanging information, but also about constructing and negotiating identities" (p. 45). The journey of second language acquisition is, therefore, both linguistic and transformative—a path to seeing oneself and the world through fresh eyes.

Match 3rd- 25

My own motivation during my learning English Journey

Reflecting on my journey of learning English, I can clearly see how my motivation evolved over time. According to Muñoz-Restrepo, Ramírez, and Gaviria (2020), motivation in second language acquisition is dynamic and influenced by both internal and external factors. Their study highlights the importance of strategies to enhance and maintain motivation, which resonates deeply with my own experience.

During high school and university, I struggled significantly with English. I felt lost in class, unable to grasp the language, which led me to believe that I was simply bad at learning English. My motivation was at its lowest, especially because one teacher in university made English seem obvious and effortless, reinforcing my self-doubt rather than helping me find strategies to improve. This aligns with the idea that negative experiences with instructors can severely hinder motivation, as mentioned in Muñoz-Restrepo et al.’s (2020) research. However, after graduating, I made a conscious decision to learn English. This goal-oriented approach reflects what the study refers to as "self-determined motivation," where learners take control of their learning process.

At this stage, I encountered teachers who not only supported me but also provided constructive feedback and engaging activities. Tasks such as presenting traditional foods from different countries, talking about my favorite family member, and participating in role-plays transformed my perspective on language learning. These activities align with the motivational strategies discussed in the research, particularly the use of meaningful and interactive tasks to sustain engagement. Looking back, I realize that my motivation was not fixed; it was shaped by my experiences and the strategies used in my learning process. The right support system and engaging activities made all the difference in maintaining my motivation and ultimately achieving my goal of learning English.

Match 9th- 25

Language Attrition in the English Learning Process

Today’s class discussion on language attrition really made me reflect on my own experiences as a language learner and teacher. Watching the video about people who have lived abroad and gradually started forgetting their mother tongue was both fascinating and a bit unsettling. I had always thought that once you learn a language, it stays with you permanently, but seeing real-life cases of people struggling to recall basic words in their native language made me realize how dynamic and fragile language retention can be.

In my own journey, I have noticed something similar happening, though in a different way. There are moments when I am speaking Spanish, and suddenly, I cannot recall a specific word—even though I know exactly what it is in English. It is a strange and slightly frustrating experience because my first instinct is to say the word in English and then ask how to say it in Spanish. This never happened to me before I started studying English seriously, and it makes me wonder how my brain is reorganizing my language system as I become more fluent in my second language.

As a teacher, this also makes me think about my students and how they will experience language learning over time. Will they face similar moments of language interference? Will they struggle to retrieve words in their native language as they become more exposed to English? More importantly, how can I help them balance both languages effectively? This reflection reinforces my belief that language learning is not just about memorizing words and grammar but about constant exposure, practice, and cognitive flexibility. It also reminds me that forgetting is part of the process—but so is relearning. Maybe experiencing language attrition, even in small ways, is a sign that my brain is adapting and internalizing English in a way that is becoming more natural. Still, it is something I will continue to observe in myself and my students, as it is an intriguing phenomenon that speaks to the complexities of bilingualism.

Match 16th- 25

The Role of Input and Class Interaction in My Learning Process

Looking back on my English learning journey, I now understand why it was so difficult for me. Through my master's studies, I’ve realized how crucial input and interaction are in language acquisition, and I can clearly see that these were missing in my own experience. At school, my English classes followed a very traditional approach. The teacher stood in front of us, explaining grammar rules and writing on the board while we copied everything down. Sometimes, we had a book, but I couldn’t understand a thing. The exercises we did were mechanical, and there was barely any real communication happening in the classroom. I don’t blame my teacher entirely—after all, that was the teaching style at the time—but I do recognize now that my frustration and self-doubt were deeply connected to the lack of meaningful input and interactive opportunities. I wasn’t exposed to enough English in a way that made sense to me, and worse, I had no space to use the language naturally.

By the time I reached university, my fear of English had only grown stronger. I tried harder, but I was terrified of making mistakes. My lack of confidence and the anxiety I felt whenever I had to speak kept me from fully engaging. And then, there was that teacher—the one who made me feel even smaller, like learning English was an impossible task for me. Instead of guiding me or helping me overcome my insecurities, their attitude reinforced my fears. I started to believe that I simply wasn’t capable of learning English, and that belief led me to stop trying altogether.

Now, with all the knowledge I’ve gained in my studies, I realize that what I really needed was more exposure to comprehensible input and, most importantly, opportunities to interact in English without fear of being judged. I needed engaging activities, real communication, and a safe space to make mistakes and learn from them. I can’t change my past learning experiences, but I can make sure my students have a different one. This is why, as a teacher, I make it my mission to create an environment where children feel encouraged to explore the language, interact, and believe in their ability to learn.I wonder—if I had experienced a classroom full of meaningful interaction, where mistakes were seen as part of the learning process, would my journey have been different?

My Language Learning Journey: Technology's Role in Second Language Acquisition

March 23, 2025

Looking back on my journey learning English as a second language, I realize how much technology has shaped my experience—especially as I compare it with how I teach my kindergarten students today. When I first started learning English, technology wasn't a significant part of the process. My classes were traditional—teacher-centered with heavy emphasis on grammar rules and structured exercises. We rarely had opportunities for authentic interaction. Learning felt mechanical and disconnected from real communication. My experience at the Colombo American Center marked a turning point. That's when I began exploring digital tools. Duolingo was my first language learning app, and I was immediately drawn to its gamification approach. Earning points, advancing through levels based on performance, and receiving immediate feedback made learning feel like play rather than work. This motivated me to practice consistently. I also experimented with Cake, which cleverly used short clips from movies and TV shows. I could replay segments and focus on specific phrases, hearing authentic speech patterns and natural expressions. There was also an app called Phrasal Verbs that helped me with that particular challenge in English. Still, Duolingo remained my favorite due to its game-like structure.

The most transformative technological tool in my language journey, however, wasn't designed as educational software at all. Watching Netflix series and YouTube videos that I already loved in Spanish completely changed my relationship with English. By enjoying content I was already familiar with, I created a low-pressure environment where my brain could make connections naturally. This approach helped me overcome my biggest obstacle: I could understand everything but struggled with speaking fluently. As I work on my Master's in English Didactics focusing on self-directed learning, I'm fascinated by how technology continues to evolve. My students now have access to AI tools that weren't available during my learning journey. I believe these could be incredibly powerful for language acquisition when used thoughtfully. This reflection reminds me why I'm passionate about incorporating meaningful technology into my kindergarten classroom. I want my bilingual students to experience language as a living, joyful tool for connection rather than just a subject to study. My own journey from traditional classrooms to technology-enhanced learning continues to inform how I support these young learners.

March 31st, 2025

Writing in My Second Language: A Challenge and a Tool for Growth

Writing has played a fundamental role in my English learning journey, though it has been one of the most difficult skills to develop. From the beginning, everything I had to prepare—whether it was presentations, assignments, or even speaking activities—had to be written first. However, I struggled to create coherent texts because if coherence is difficult in one’s native language, it becomes even more challenging in a second language. My learning process was slow, mainly because I started with very little English proficiency. Writing felt overwhelming, especially since I had to think about so many aspects at the same time: vocabulary, grammar, coherence, spelling, and even punctuation. One of the biggest challenges was spelling—English spelling rules often felt unpredictable compared to Spanish, and I would constantly mix up similar-looking words. I remember how frustrating it was to write a sentence only to realize later that it didn’t make sense.

Despite the difficulties, I recognize that writing is just as important as speaking, listening, and reading. It allows me to organize my thoughts, reflect on my progress, and gain confidence in expressing myself. Looking back, I realize that writing helped me internalize grammatical structures, expand my vocabulary, and become more aware of how language works. Now, as a teacher, I understand why writing should not be overlooked in language learning. I encourage my students to write as much as possible, even if they are just simple words at first because of their age. I want them to see writing not as a burden but as a tool to improve their overall communication skills. I know from experience that progress takes time, but with persistence and practice, writing becomes more natural. Although I still make mistakes, I no longer see them as failures but as opportunities to improve. Writing is a process, and every sentence I write, no matter how imperfect, brings me one step closer to mastering the language.

April 5th, 2025

Reflection on Interaction and Feedback in My SLA Process

As a bilingual kindergarten teacher with nine years of experience, I’ve come to understand deeply how meaningful interaction and feedback shape the way we learn—especially when acquiring a second language. Reflecting on my own SLA process, I can say it was far from easy. For a long time, I believed I was simply not good at learning English. This belief was reinforced by the way I experienced feedback during my university years. One of my professors had a very traditional approach to teaching. She positioned herself as the only one truly capable of speaking English, which created a huge gap between her and the students. Her feedback was often delivered using unfriendly words and lacked any sense of empathy. I don’t remember her ever implementing collaborative or peer assessment strategies, which made the learning environment feel isolating. Her feedback didn't build me—it broke my confidence. I felt incapable, embarrassed, and stuck.

Fortunately, not all experiences were like that. I remember another professor who changed my perspective. After I presented an oral activity, she gave me positive and constructive feedback. Her tone was kind and encouraging. She acknowledged what I had done well and gently pointed out the areas I could improve. That moment was a turning point—I started to believe that maybe I could learn English after all. Later, when I joined Colombo Americano, everything started to make more sense. The teachers there truly knew how to use feedback as a tool for growth. They included self-assessment, peer feedback, and teacher feedback as part of a formative process. Their approach was respectful, supportive, and focused on helping us become aware of our own learning paths. It made a real difference. I started to feel confident and motivated to improve the things I struggled with, not because I was afraid of making mistakes, but because I felt supported and guided. These experiences have taught me how powerful interaction and feedback can be—either to shut down a learner or to lift them up. As a teacher now, I carry these memories with me. I try to give my students the kind of feedback that helps them believe in their own abilities, just as I eventually learned to believe in mine.

• References
• Kramsch, C. (2009). The multilingual subject. Oxford University Press.
• Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
• Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters.
• Pavlenko, A. (2014). The bilingual mind: And what it tells us about language and thought. Cambridge University Press.
• Muñoz-Restrepo, A., Ramírez, M., & Gaviria, S. (2020). Strategies to enhance or maintain motivation in learning a foreign language. Profile: Issues in Teachers' Professional Development, 22(1), 175-188.