Richard-Amato: Chapter 13

Ways to Promote Literacy Development


Richard-Amato outlines four topics, starting with LEA, Language Experience Approach. In my Reading Development class, we talked about using this strategy with emerging readers. It is not surprising to find that it is also helpful to foreign language learners. Richard-Amato next discusses literature-based curriculum, which as we have seen repeatedly is a rich resource (Moeller for example). It is important to remember however that reading should be made as actively interactive as possible. In chapter 5, Richard-Amato discusses the way in which reading is an interactive activity (see chart for creating meaning with others, with other texts and experiences). In this chapter, journaling, prediction strategies among other types of reading guides are recommended.

Motivation and guidance are the two key components that run through this chapter. To motivate students, I think it can helpful to offer choices. For example, in the classroom I observe, the students partipate in a silent reading activity for ten minutes on Thursday and Friday. My teacher gives them the option of choosing what to read, and he offers a very, very wide selection from comics to classic texts, which allows the students to find what interests them and to see that it can all be done in French, too!

Richard-Amato: Chapter 5

Literacy Development and Skills Integration


Here Richard-Amato discusses the difference between bottom-up and top-down approaches to teaching literacy. The benefits of top-down approaches are that they emphasize a whole, real and natural approach. Similar to Elizabeth's presentation Monday on oral storytelling and literacy, this chapter suggests introducing meaningful language at its most simple forms which can start with a picture book from which the teacher can help a student write a story.

In terms of skills integration, we see again the role of story experience as a useful tool as it incorporates several different skills and can spark natural curiosity which then can motivate communication.

One great item to take away: "Error correction for developing writers should focus on meaning and go beyond a line-by-line, word-by-word analysis".

Moeller: Literature & Content-based Instruction

"Literature: A Rich Resource for Teaching Language and Culture in Context"

In this article, Moeller distinguishes traditional approaches to using literature in the language classroom to strategies based on more recent research that emphasizes the importance of student interaction with text. Whereas before literature meant "great classics", Moeller suggests it is more important to select and present text that "awakens interest and motivates the reader".

One point that I found relevant was the fact that the cognitive development of learners is much further developed than their ability to use the target language. In my observation class, I was speaking to a student who expressed just that--he felt that he could not react to a text he had read because he did not have the skills yet. Interestingly, this article explores cited theories in practice by presenting a concrete example, "The Bremen Town Musicians". Some of the activities suggested have the students using English (mostly in the pre-reading activities). I found this very relevant if we are to "awaken an interest", it might be necessary in the lower proficiency levels to engage the students with the text with some activities that are appropriate for their stage of cognitive development. Later and throughout the lesson, they can use the target language to practice targeted structures and vocabulary. In more advanced proficiency levels, the students will use more and more of the target language, and hopefully by this point, they will be motivated and feel confident approaching texts in the target language--great classics, newspapers and cartoons alike.

Curtain & Dahlberg (Chapter 11)

The Connections Standard

This chapter discusses content-related teaching. To understand this idea, it's important to understand the distinction between language learning and learning to learn.

This "C" is focused on using language to "extend and enrich" learning in all content area. More specifically, this standard supports language learning as a means to gain knowledge and insight that is only available through the target language--this is why language learning is essential!

Content-related instruction can be a good source of cognitively engaging activities as language can be used as a bridge to other content areas that might be interesting to students. Finally it pushes language learning beyond the classroom. I can see the students in my teacher's class interested when he and I engage in conversation in French--it shows them that we can use what they are learning to actually carry on a conversation.

Curtain & Dahlberg (Chapter 7)

Integrated Thematic Planning for Curriculum, Unit and Lesson Design

Meaning is necessary for effective language learning. This chapter talks about the way it which thematic planning and instruction fosters meaning-contingent learning which activates the pattern-making functions of the brain. Thematic instruction allows for narrative structure and task-based organization of content. This is effective in part because of the way in which the brain is structured: narratives are used to organize memory and to order task-based learning.

Relevance = motivation factor. This is clear as I observe my teacher at Monticello High School. It's amazing to see how much more motivated, on-task and generally attentive they are when their teacher relates something relevant to them.

Some things I'll take away from this reading:

• avoid isolated grammar structures
• narrative = important "cognitive tool" (natural way brain organizes our experiences and related to emotions!
  
• use prediction to focus attention
• work toward a performance or product (visual display, book...) to give PURPOSE to unit
• Kiergan Egan Frameworks: organizing "Story Form Framework"
• Story Form Frameworks: mythic layer (younger grades) and romantic layer (older grades)
• balance of routine and variety--each lesson should have a balance of active and quiet, large and small group, one- and two-way communication
  
• interactive homework
  

Richard-Amato (Participatory Language Teaching)

Chapter 4

In this chapter, Richard-Amato discusses how reading is integrated to develop different skills (including literacy and writing) within a whole language approach framework. He talks about how processes which are inherently "interactional"--reading and writing--from the many components of which meaning is created. He notes the role of other readers, other texts (written and oral) among others. This statement made me consider literature circles, something we talked about in EDIS571: Reading in the Content Area. To take a text that is read and add more aspects to it can help students attach more meaning to it. Further, revision in writing offers an opportunity to internalize correct forms if they are effectively modeled by the teacher or by indirect correction. As someone who dislikes taking my time with revisions, I do have to acknowledge their merit, especially in a foreign language classroom for writers at all levels.

"When are they going to say 'it' right?"

Brooks, Donato, McGlone


This study explored the role of metatalk, metacognition, use of English and whispering self in collaborative activities, specifically missing information tasks, like the jigsaw activities used in this study, from a sociocultural perspective. The implications of their findings suggest that collaborive activiteis require refelctions upon the task at hand, and language is involved in this problem-solving process. Moreover, English is sometimes necessary to sustain the activity (as the target language may not be well-developed enough to allow for the metacognitive strategies the student might need). Hearing English might be bothersome for a foreign language instructor, but these findings seem logical, and I am glad to read this study to remind me that at beginning levels of language, it can sometimes be necessary to rely on English at some points.

Another point to take away from this study is the fact that self-regulation in L2 can grow from regular exposure to collaborative problem-solving activities. Increased opportunities for these types of collaborative activities can lead to less metatalk, less English, less talk about task (metacognition) and for students to perform tasks in L2.

Curtain & Dahlberg (Chapter 5)

Literacy in the Language Classroom

What was interesting to me in this chapter was the shift in the perception of the importance of literacy between the 1960s and today. Whereas before it was considered an "obstacle" to oral communication, today it is encouraged as soon as is possible.

I can see some connections between this and what I have been studying in my Reading Development class (the importance of visual supports and other explanations to understand text especially at the lower proficiency levels). Another idea that is raised is LEA: Language Experience Approach. It is encouraged for reading as children as beginning to learn to read, and accordingly it is relevant in a foreign language classroom. Curtain and Dahlberg recommend LEA because it requires all communication skills--reading, speaking, listening.. In this way, it seems even more pertinent to a foreign language classroom.

Johnson & Johnson

An Overview of Cooperative Learning

In this article, Roger T. and David W. Johnson outline the ways in which cooperative learning must be utilized to be effective. I found the end of the article most interesting; the conclusion that charts the outcomes of cooperative learning strategies, supported by research, and their relationships with each other. The outcomes, including accuracy of perspective taking, interpersonal relationship skills, are not isolated. In fact one outcome might support and foster another one, all of which reinforces the efficacy of cooperative learning.

Something to take away: "What children can do together today, they can do alone tomorrow" (Let Vygotsky, 1962). Johnson and Johnson not that students should be ready to complete tasks alone after working on those tasks in their cooperative group.

Kagan and Cooperative Learning

Cooperative learning can be very advantageous, and Kagan lists the many pros, which include increased academic achievement across content areas, among grades and students. So what's to lose? Kagan qualifies his argument by including some "pitfalls", including the risk of poorly formed cooperative groups, the question of creating will among students, the issue of dependence and dealing with the avoidance of failure.

Within a foreign language classroom setting, the advantages of cooperative learning are certainly relevant. Consider, for example, Kagan's point of increased participation with cooperative groups. I can see how properly structured cooperative groups, where every student has a role to ensure individual accountability, can allow all students the opportunity to interact and produce output. The points that Kagan makes that resonate most with me are two advantages: social orientation and learning orientation. Cooperative learning can lead to a new way of perceiving assignments and thus learning, as well as one's role in achieving a shared goal.

The Role of Interaction (Richard-Amato)

A discussion of Vygotsky's theory of the "Zone of Proximal Development" opens this chapter, where his belief that "learning itself is a dynamic social process though which the teacher iin a disalogue with a sutdent can foucs on emergin gskills and abilities". This seems especailly relevent to second language instruction where simply from the dialogue, learning is occuring. (See the influence in i + 1 [Krashen].)

At one piont , Richard-Amato notes the way in which in first LA, any utterance is reason for celebration. Similary in L2 acquisition, correction of content and not form is the emphasis. I think this can go a long way in providing correction without necesarily influencing the learner's affective filter, helping him or her build confidence. The learner is still recieving useful input, in hearing the teacher correctly model the phrase or sentence.

Again, in this chapter, we see the focus on communication as the means by which the learner acquires grammar understanding. A hypothetical conversation illustrates the way in which the teacher simultaneously stretches (i + 1/ZPD) and scaffolds the learner.

GROUPS! Curtain & Dahlberg

Chapter 6: In this chapter, the role of interaction is explored in practical terms. How does one go about dividing a class into groups appropriately sized to foster language learning?

Some of the methods suggested for diving up a class were a bit questionable in my opinion. I had a seminar in college where a new (!) way to divide into groups proved complicated and ultimately a waste of time. Still, I recognize there are opportunities to incorporate culture (pair up according to city and country, etc.) or language (pose questions to find your partner).

I am personally a fan of the count-off method. It is good because it can vary groups randomly (as friends might tend to sit next to one another in a class were seating is not assigned). Also, the activity, in my opinion should be engaging enough to redirect the students attention following the division into groups.

(I realize I have spent a lot of time reflecting on this matter, but Curtain & Dahlberg discuss it at length!)

Briefly, diving in to pairs or small groups allows students a chance to produce output! A smaller setting can lower a student's affective filter, giving them a greater opportunity to produce language. Yes!

Curtain & Dahlberg (Chapter 4)

One-way communication: The interpretive and the presentational modes

Here we are considering the last two standards under the communication standard.

In the interpretive mode, the students "understand and interpret written and spoken language on a variety of topics". This can be done in forms of listening, specifically storytelling (here they emphaize the importance of a highly predictable or familiar story, repetition in the story, pantomime or other kinds of visuals). Reading for interpetive communication. It is helpful

In terms of prsentational mode of communication, it is defined as where "students present information, concepts and ideas to an audience of listeners or readers on a variety of topics". In the domain of speaking, skits are suggested as a way to develop speaking skills. I espeically like the idea of a video or audiotape of commercial for a product, real or made-up. For writing, they discuss writing using individual words (this could be tied to a little lesson on that French poet whose poems take forms based on the subject, his name escapes me at the moment!)

Also noted! Reading aloud combines both interpretive and presentational communication. In my Reading Development class we talk about the way in which reading can help children develop phonological awareness, I imagine similarly this can help with SLA.

Curtain & Dahlberg (Chapter 3 cont'd)

Here we continue to explore communication, or more specifically person-to-person communication. In discussing games, Curtain and Dahlberg insist on the usefulness of working with chunks of language instead of single responses. This makes sense, as games often include much repetition, why not incorporate more language?

Toward the end of the chapter, they comment on direct teaching of speaking, offering specific tips:
1. Teacher repetition
2. Modeling (They encourage modeling natural speed and intonation and not slowing it down, something I found very insightful.)
3. Backward building (This is something I did not quite grasp. It was hard for me to imagine using this strategy, but I guess I need to learn more about it.)
4. Where the answer precedes the question (It is so logical!)

Finally, Curtain and Dahlberg discuss writing and interpersonal mode. They suggest dialogue journals, but note that they work best when the teacher can return the journals in a timely manner. I love the concept, but I do wonder about putting it into practice. I hope it is something I can try.

Weyers: Authentic Video

The Effect of Authentic Video on Communicative Competence

Oh Mireille et Jérôme! Fond friends from French II and III in high school. Today's foreign language classroom makes much use of video as a teaching tool (many textbooks have a video component). This is logical as part of the goal communicative competence is to have a good listening comprehension. What's interesting in this article is the study of authentic video, specifically telenovelas in Spanish classrooms. Interesting to read about the pedagogical value of authentic videos from a scientific perspective.

The results of the study were consistent with prior research concerning the relationship between video exposure and listening comprehension. Weyers does make a point, however, of distinguishing between the different components of communicative competence, where one of the criteria was notably affected in the experiment--confidence in speech. He attributes this finding to the fact that students were hearing native Spanish speakers. In my opinion, confidence in speech, is extremely necessary for second language acquisition, and anything to aid the process is good to know! Perhaps Mireille and Jérôme will find a way into my classroom.

Erten & Tekin

Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets

It seems logical that a list of vocabulary would be best retained if presented in a semantically related set. This article raised a point I had never considered--words presented in a semantic group can lead to interfering effect on learning. This "Interference Theory" is what is being tested in the study. Fourth graders in Turkey are taught 80 new English words over three weeks using flashcards and reinforced through repetition.
The findings of this study surprised me: the words taught in unrelated groups had higher recall showing that semantically unrelated sets appeared to be learned more easily and faster. Erten and Tekin explain that with semantically related words, the learner has to discern difference which can lead to confusion later. Whereas, with words that are semantically unrelated, the activation state is longer for the learner, while he or she can more easily discriminate the differences in meaning, the task of processing to consolidate is more effective.

A couple of questions that are raised in this study that made me pause and consider my role as a teacher were 1) the way that words are presented, depends on the text. The textbook my classes use, will play a big role in the way that they learn words. This is not to say I will not make changes, but there is definitely a set precedent. And 2) this study was carried out with fourth graders, whose L1 is still in its developmental state. How might the findings of this study be different if it were to be carried out among adolescents?

Winitz: Grammaticality Judgment

Grammaticality Judgment as a Function of Explicit and Implicit Instruction in Spanish

On my first day of French in high school, my French teacher, for whom it was her first year of teaching in the U.S., spoke in her native French the entire class. She spoke as one might speak to experienced French language learners, not a beginner class. This first foray into immersion was not an intentional exercise in implicit instruction (rather, it was the lack of experience in an American classroom). After this day, she shifted to the more classic explicit instruction. We had very structured classroom instruction with clear grammar lessons.

I had this teacher for all four years of high school. By my fourth year, our lessons became more implicit. This shift in instruction, aligns with one of the several approaches outlined by Winitz. It would be interesting to know how effective this approach is. The article focuses on the study examining classes that rely strictly either on explicit and implicit instruction. The findings showed that the implicit group scored higher than explicit group. Another benefit of this type of instruction is the motivation factor. If a more implicit-focused grammar instruction means greater motivation, there is certainly something to be said for it!

One question that remains after reading this article, is raised by Winitz--what is the effect of prior explicit or implicit knowledge on implicit or explicit instruction, respectively, received later on?

Story-based Grammar Approach

Using a Story-Based Approach to Teach Grammar

In this text, I saw many of the same themes reappear (the important role of communication, the problem of explicit instruction rooted in "shallow and artificial contexts"). One point the article makes, and I felt I read someone read my French III mind, where during implicit instruction learners want to speed up the learning process by knowing rules concerning form so that they can compare them to their L2. I can imagine in a classroom a student or two who want concrete rules that govern L2 grammar (even though it is often linguistically nonexistent).

The text presents the PACE model, and what I found interesting were the case studies at the end of the chapter discussing a couple of attempts at story-based approach to teaching French. With the first case study, I saw the importance of planning a direction to take your lesson if the initial question or point you want to make falls flat. Good to know.

Richard-Amato (Introduction, Ch 1 & 2)

Introduction

Here, we are introduced to "an interactive conceptualization for second-language teacher education where three basic elements interact with one another. There is the affective base, the experience base and the knowledge base. It is important to keep in mind the role of other factors, those personal ones which include intelligence, decision-making skills, among others.

Chapter 1: From Grammatical to Communicative Approaches

This chapter is about exactly what the title suggests: Richard-Amato begins by exploring popular methods of foreign-language teaching in the past (grammar-translation, audiolingualism, cognitive-code approaches, "Berlitz"). What these methods have in common is the explicit focus on grammar in instruction.

To transition to more communication-focused approaches, Richard-Amato rightly cites the controbutions of Chomsky, notably his innatist theory. Consider the way that children around the world develop language based on similar linguistic elements; the LAD (Language Acquisition Device) and UD (Universal Grammar) are both ideas that support this notion of universal linguistic network of structure.

Finally, Richard-Amato discusses the implications for SLA. Is exposure enough to prepare one for SLA for second language learners, as some innatists believe? Or is a more "tailored" approach, where the learner receives input suited to his or her proficiency level, more appropriate? The second strategy is relies on motherese or caretaker talk in terms of input. A strategy we have looked at in other sources.

Chapter 2: The Classroom as an Environment for Language Acquisition

At the start of this chapter, Richard-Amato poses the question:

"Have you ever attempted to learn another language in a classroom setting?" A simple question, but it made me stop and think for a minute. English and Arabic I acquired largely from my environment before I even started going to school. French on the other hand, was learned in a classroom (neither of my parents speak French). This question carries so many implications I had never even considered. This is the basis of this chapter.

Richard-Amato points out some differences between first and second LA, noting age, for instance which can be an advantage (more cognitively developed) and a disadvantage (incresased inhibitions, for example). This difference in age is something we will observe in our own classrooms depending on the grade level we are interested in teaching.

As a side note, I plan to Google teh Tukano tribes of South America (who marry someone outside of their own first langauge)--interesting! They note motivation as a factor that contributes to thier nativelike proficiency. This makes me think of my own parents who met while studying at the same university in Cairo. My father was taking Arabic classes (to make his work stay in Egypt more enjoyable), and my mother was taking English classes. As they ended up moving to the U.S., my mother was much more motivated to improve her English, than my father was to improve his Arabic even though he is presented with many opportunities to use his (now very limited) Arabic..

Finally, in terms of language acquisition in the classroom, Richard-Amato describes Krashen's Acquisition Process and Performance Model. Wherein either the Affective Filter or The Monitor influence input and output, respectively. As a low risk taker, I think my Monitor had a real impact on my own output, especially when I was starting out as a beginner.

(Note to self: Ellis's Variable Competence Model, which focuses on interaction) is also discussed in this chapter.)

From Input to Output (Part II)

From Input to Output

Chapter 3 (cont'd): Receiving explicit instruction after a period of implicit instruction can be facilitative, according to VanPatten. It can aid learners by helping them notice features of input they made not have been consciously aware of. Because I like to understand the "why", which is often a futile in the quest of grammar comprehension, this concept made perfect sense to me.

Chapter 4: Here VanPatten shifts to discuss output, as that which the language learner produces with communicative purpose. He talks about fluency and automatization--I'm curious to see how my proficiency exam goes. I have considered my own level proficiency, but it will be something new to have it officially measured.

In this chapter, he also considers monitoring in both one's L1 and L2. VanPatten makes the distinction that one relies on his or her implicit system to monitor in L1 and the explicit system to monitor in L2--interesting!

Chapter 5: VanPatten wraps up with FAQ about SLA. A couple that stood out in my mind were whether first language can cause interference and what role do imitation and repetition play in acquisition. To me it seems that first language must cause interference. On a linguistic level, everything from one's understanding of phonemes and morphology in L1 affects the way they one accommodates L2 instruction. And lastly, he distinguishes between different kinds of drills and their value--mechanical, meaningful and communicative. All important questions for me to consider.

Physical Involvement (Richard-Amato)

Quote by Asher: explicit learning that emphasizes error-free production, correct form an dconscious rule learning, most will quit before even reaching the intermediate level.

In 1960s, James asher offers TPR as an alternative to the audiolingual approach. The cognitive process of LA is in step with phsuical movements. The child is conciosu of language and its meaning in context, similar to first language acquisition.

Mistakes are okay--lower anxiety. Not simply for simple action verbs, can also be used with other nonphsyical elements of language (past and future tenses, and more). This makes sense considering the fact that grammar is being internalized inductively with this method.

Some useful tips are offered: lessons can be organized around saparts of the body, number, spatial relationships, emotions, giving directions.

Languages and Children (Introduction)

Languages and Children: Making the Match (Curtain & Dahlberg)

Introduction: Upon reading the introduction to Languages and Children, I immediately thought of LNGS500, a class I took last year where we talked a little about the history of linguistics in the development of teaching methods of foreign languages. We traced the evolution from the strict grammar-translation approach to the shift to communicative competence. In the introduction, Curtain and Dahlberg explain that communication is the "essential element" of this book in terms of the methods and materials offered. It will be interesting to read a "practical" book about exactly what we discussed in my LNGS500 course--same information, new perspective!

Key Concepts for Success: Here, Curtain and Dahlberg outline new and already established points for success in elementary and middle school foreign languages. Some themes include, minimal use of L1 in instruction, importance of meaningful contexts, addressing multiple intelligences, organizing curriculum according to communicative syllabus (vs. grammar syllabus). So far these all seem in line with all our previous course readings.

Standards for Foreign Language Learning: The 5 C's! Communication, Cultures, Connections, Comparisons, Communities. How snappy that they all start with "C"!

Chapter 1: Characteristics of Young Learners: Here a child's natural language learning ability is examined with special consideration of learner differences, understanding of child development and of those characteristics of children at different stages of development, all in order to help the teacher develop an effective curriculum.

With regards to different learning styles, this theme reappears in a list of "Essential Concepts of Second Language Acquisition", where the rate and degree of second language acquisition can be influenced by different learning styles. There are many other factors listed that can affect second language acquisition, many of which made me wonder how the factors that define where I am teaching might play a role in the way in which I organize my classroom.

Curtain and Dahlberg also consider the developmental characteristics of the learner (Piaget and stages of cognitive development, Egan and layers of educational development). I like the way they include actual teacher observations and experiences at the end.

pp. 39-54: In Chapter 3, Person-to-Person Communication, Curtain and Dahlberg discuss Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. They talk about the importance of vocabulary, and the way in which storytelling and story reading can provide great context for the development of vocabulary. Another benefit, that I observe is the feeling of accomplishment in understanding a story can provide motivation. TPR and TPRS are explained, having seen it modeled, it is interesting to go back and read about it from a textbook perspective. In both cases the importance of key vocabulary upfront is emphasized! We also see the usefulness of images. A new concept for me was "functional chunks" which are significant components of a student's working vocabulary that are memeorized and unanalyzed phrases of high frequency (for me, the phrase n'est-ce pas comes to mind). These functional chunks are important because they allow the L2 learner to communicate on an interpersonal level and they are used and stored in the working memory as one word.

I liked the Gouin Series and the way it is presented. It seems pretty evident and relatively easy to implement as a lesson. And the authors provide the values at the end!

From Input to Output (Part I)

From Input to Output (Bill VanPatten)

Introduction: In this introduction to this Teacher's Guide to Second Language Acquisition, VanPatten outlines the history of research in second language acquisition (SLA). Ultimately however, he states that all research boils down to the fundamental question of how does acquisition of a second language occur? From this point, he explains the beginnings of the audiolingual method to the shift toward a recognition of the fact that because grammar is generative, drilling is not sufficient because it is impossible for it to be all-inclusive.

What struck me in the introduction, is the exerpt from Corder's paper that raises the distinction between whether a language can actually be "taught", or is are the conditions from which it will develop what is being taught. How does this redefine how I define myself as a teacher of a second language?

Chapter 1: In the first chapter, VanPatten sets up "givens about SLA". Some of the statements seemed pretty self-evident. One in particular was interesting to me: "SLA involves the creation of an implicit (unconscious) linguistic system". Later in the chapter, he adds that this does not necessarily mean learners can use what has become a part of this linguistic system can be used expressively. Interesting to me because I sometimes realize I have trouble applying some rules or concepts in French even though I am aware of it and understand it subconsciously.

Chapter 2: This chapter focuses on input and its role in SLA. Here the story of Genie is relevant in understanding the role of input and interaction in language developement. VanPatten describes the difference between conversational and nonconversational input--I wonder how the two differ in terms of their role in the development of an implicit linguisitic system.. I enjoyed the image of Lucy and Ethel trying to keep up in the chocolate factor as a methaphor for ones working memory. Something important to keep in mind when dealing with different levels of second language instruction!

Chapter 3: Here we are introduced to the concept of the "developing system". Two items that struck me: 1) Pragmatic competence which is necessary to correctly interpret speakers' intent, and 2) Sociolinguistic competence. These two components of second language require slightly more sophisticated levels of comprehension. Once mastered, at least in part, (I still have to regularly monitor my tu vs. vous use), they can really take a L2 learner to a new level in their L2 acquisition--very exciting!

All for this post, I'll leave you with a photo (because all text would not be very fun).