Critical Reflection under Second Language Teaching

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Critical Reflection

The lesson plan for second language teaching aimed at helping students learn the English language in the most comfortable way that can help them adopt fluency in daily routine. Learning a second language is different in many ways for a young student, for instance, in terms of environment where language acquisition is taking place. The process is unique and different that allows students to develop inherent abilities to understand new vocabulary as well as the content. This experience allowed me to know the essential characteristics of students and offered me a chance to know students better in their speaking and listening.

The lesson plan helped me acquire an understanding of writing skills and how it is significant for students. When they practice short speaking stories with families and peers, it enhances their ability to learn family-oriented vocabulary. The second language learning experience is significant in the sense of participation in a new world of vocabulary, words, and exposure (Montero-Melis, Jaeger &Bylund, 2016). The need for language learning to young students is related to the short and long run. The language approach help students keep motivated to produce output and internalize a language that is not related to memorization. These outcomes have a positive effect on students’ learning, so encourage them to attain fluency.

The language approach made me think about self-motivation. Under this process, students can better understand communication problems. According to language research studies, learning a language is critical to acquire the necessary skills and expertise that help in expressing own personality. My experience of language teaching allowed me to pass an integral concept of learning to students and practice more and more to get rid of mistakes. Most of the students feel shy when they mistake, but the purpose of this lesson plan was to help them gain confidence. The gained knowledge and acquired learning create short term planning of skill development for students when they interact with their families (Lightbown&Spada, 2012).

In my experience, my students in previous lessons listen to stories, when teachers described different people of the community and their interaction. Students learned from this kind of sties about their interaction purpose, family behavior, and community. Due to this practice, students get to know about classroom activities, community-based learning, and understanding of family norms. With the best method, students acquire new words, new meanings, and unique attributes to display emotions and describe themselves (Sahragard&Mallahi, 2014). I believe such understanding to students is significant to move forward in life and explore new things.

A focus on information in LMS is the basic level for students. With the common understanding of classroom practices, students developed attention, listening skills, and knowledge about family (Lightbown&Spada, 2012). The imagination trees helped students gain knowledge of the family. I learned that the role of the teacher is significant in assisting students in learning with fun and engaging them in carrying out certain practices. My assessment for learners was based on their activities, which was related to their understanding of vocabulary, pronunciation and written practices. From this process, I gained the insights that making mistakes is a basic need, and by this weakness, all students will acquire strengths.

Teaching a second language to allow teachers to equip them with competency required to perform in this modern world. (Gibbons, 2014)  The dynamic patterns of this world need well-established concepts of students about knowledge and understanding. English, as a second language itself, needs the expertise to perform with diligence. Learning and second language acquisition are based on language acquisition models. This process is significant in processing new information and conduct tasks in the secondary language (Gibbons, 2014). To enhance the learning of students, language learning strategies are used, and I believe these strategies have affected students in many terms; for instance, career choice, nationality, age, gender, and motivation are some factors that impact secondary language learning acquisition.

My experience allowed me to assess the level of involvement and understanding that every student had with its syllabus. I think teachers’ interaction plays a crucial role in developing concepts. During the lessons and after it, student’s involvement allows teachers to know about their involvement style and learning aspects (Bagheri, 2015).

Being a teacher of the second language, my focus of understanding and delivery is related to capable students. I acquired knowledge that the degree of mistakes and vocabulary pronunciation should be focused much when students are directed to memorize a new concept. I also gathered the idea about student’s participation in how much is necessary to get involved in a new lesson to gain new knowledge. If students participate with confidence and act in a new session, it is most likely that they are enjoying their learning and ready to get into the modern world (Alimirzaloo&Hashemnezhad, 2015).

Many studies have focused on second language teaching practices and requirements to help students gain more understanding; I believe that it is crucial to involve students by instilling them need to interact with others. I think cognitive techniques by teachers should be applied in the classroom to understand students more. Teachers should improve their level to make students aware of a new language, its role in life, its importance, and the significance of communication. Thinking skills also matter a lot and facilitate new language learning because unfamiliar language reflects some issues that students face. Still, thinking skills can increase students’ awareness and develop their language autonomy.  To me, this secondlanguage teaching experience is significant to gain new insights about transforming knowledge and practical to learn ways to improve my skills. I monitored students while writing, speaking, and reading, and it helped me get to know where they are weak and what their strengths are. I also got an understanding of improvement in how I should improve to support students’ performance better. For example, family tree understanding is common for some kids but difficult for others, so I helped them with specific real-life examples to understand the idea.

Current lesson plan is weak in terms of parents’ interaction and logic making steps that can manage learning difficulty. These weaknesses are hindering the way of improving students’ learning. One of the approaches to improve the teaching plan would involve developing a rich curriculum and developing a learner focused partnerships with parents. The teaching plan could be improved by incorporating these strategies. In future teaching plan, I could consider sequence steps to improve students’ learning and incorporate parent opinion. This will help improving the lesson plan.



Alimirzaloo, E., &Hashemnezhad, H. (2015). An investigation on the relationship between critical thinking skills, language learning strategies, and thinking styles of Iranian EFL learners. International Journal Of Research Studies In Language Learning4(5). doi: 10.5861/ijrsll.2015.1106

Bagheri, F. (2015). The Relationship between Critical Thinking and Language Learning Strategies of EFL Learners. Journal Of Language Teaching And Research6(5), 969. doi: 10.17507/jltr.0605.08

Gibbons, P. (2014). Scaffolding language, scaffolding learning (2nd ed., pp. 23-48). Heinemann.

Lightbown, P., &Spada, N. (2012). How languages are learned (4th ed., pp. 35-74). Oxford University Press.

Montero-Melis, G., Jaeger, T., &Bylund, E. (2016). Thinking Is Modulated by Recent Linguistic Experience: Second Language Priming Affects Perceived Event Similarity. Language Learning66(3), 636-665. doi: 10.1111/lang.12172

Sahragard, R., &Mallahi, O. (2014). Relationship between Iranian EFL Learners’ Language Learning Styles, Writing Proficiency and Self-assessment. Procedia – Social And Behavioral Sciences98, 1611-1620. doi: 10.1016/j.sbspro.2014.03.585

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