Learner Autobiography #1

Learning a Foreign Language

TESL 626
Kristi Fletcher
Self-reflection of language learning can provide useful analysis and insight into the
various components of instruction and enable relevant applications to be explicated from
personal experience. This case study will focus on the authors semester in Khmer Level One
class at the Institute of Foreign Languages School of The Royal University of Phnom Penh. The
class was composed of various ex-patriots living in the capital city of Cambodia. Of the class
members only the author was a native English speaker. Conclusions drawn from this study are
mildly complicated by the authors concurrent personal tutoring in Khmer language during the
same period of time. Although the format, content, and methodology of each learning block
were radically different it is likely they assisted and aided in the authors development of
linguistic competence.
Since teachers are the greatest asset in the classroom and drive much of the learning a
good deal of the analysis will be focused on the teachers decisions and teaching style. The
school itself had created their own text formatted to begin by learning the Khmer alphabet and
becoming accustomed to Khmer language sounds. After this stage the text introduced daily life
vocabulary, imbedded in realistic context, which gradually allowed the learner to gain confidence
in speaking and listening to Khmer. At the fourth chapter the text began to integrate Khmer
reading and writing heavily. Students were expected to have memorized the alphabet at this
stage and were assessed on their ability to recognize words and push sounds. Khmer writing,
which is usually not separated by individual words, was separated in the text as a scaffold for
new language learners. Speaking and listening activities were suggested in each chapter but
implementation and effectiveness of these activities relied heavily on teacher execution.
The Khmer instructor in Level One was an experienced teacher and language learner who
had spent University years studying abroad in Japan. He approached his students with a
professional distance, but created a safe environment through patience and minimal criticism of
mistakes during early lessons. In addition to utilizing textbook methodology and techniques he
often allowed students to repeat dialogue and sentence structures until each student had gained
competence. Each individual had an opportunity to practice the dialogue in front of the class and
gain instant feedback from fellow students and the professor. Although this practice was
somewhat time-consuming it also allowed students to hear needed repetitions of key vocabulary
and phrases. Since the class consisted of students with various language backgrounds there were
often pronunciation differences based on the way each person heard the Khmer word in relation
to their native language. Diverse interpretations of new Khmer sounds allowed students to
negotiate which pronunciation variables were significant in order to be understood by Khmer
people.
The overall methodology and style reinforced traditional Asian teaching perspectives by
reinforcing the teacher as a dispenser of wisdom and expecting students to take the role of
willing receivers. Instruction focused on the teachers ability to explain new vocabulary, model
pronunciation, guide students through listening tasks, and correct student mimicking of answers.
This style may have been consciously driven by the teacher but likely also reflected his
experiences in language classrooms (as well as following the overall methodology of the text).
Keeping the text central was a basic component of the class. Students knew exactly what was

going to be taught and which practice activities would be available in class. The class in general
seemed to respond well to this approach as it was comfortable and familiar. The author was less
comfortable with a rote learning approach but was able to supplement a class of traditional
methods with individual instruction that took a radically different approach. The two styles
paired together over the day helped keep learning interesting and less redundant.
The teacher assessed student progress through informal speaking activities in class and
bi-weekly quizzes. The teacher did an excellent job of pacing instruction based on informal
feedback from students in class. Since each individual was given an opportunity to speak
students were able to get immediate confirmation of their language skills and the professor had a
working knowledge of where each student was at in their acquisition process. For the author it
was easy to remember which classmate struggled with pronunciation and which one always
mixed up vocabulary. If the students could easily identify each others strengths and weaknesses
then surely the teacher had a confident grasp on his classs internal processes.
Quizzes were used to formally assess student progress and provide accountability for
studying at home. A great degree of the letter and vowel acquisition stage in the text relied on
memorization. In order to succeed students had to supplement class time with flashcard practice.
The teacher set goals by giving bi-weekly quizzes. Initially these quizzes consisted of writing
basic letters or matching vocabulary with pictures. As the course progressed quizzes
increasingly became dictations in which the teacher would say a word and the students would
write the word down without visual cues. Most students were able to perform well on quizzes
and used the accountability to motivate their personal study time. Although these quizzes were
useful they did not test students authentic use of the new language. However, the assessments
adequately gave feedback on the instruction that was being taught.
The author was unable to keep up with the pacing of class due to difference in language
learning style and memorization difficulties. As a graduate of a creative and individualistic
education system the rote-learning teaching style was both uncomfortable and unsuccessful. The
author particularly struggled with memorizing the alphabet and vowels which severely hindered
growth at more advanced stages. Without a solid foundation in the alphabet the text became
increasingly out of the authors zone of proximal development as it used less English as a
scaffold. By contrast, tutoring time which followed a growing participation methodology
increasingly became more useful and more productive language time. This curriculum attempts
to shift language learning processes from the left brain to the right brain by integrating drawing
and visualization at every stage. Memorization as well was supported through pictures and realia
in the form of toys or trips to the local market. The authenticity of this approach and its reliance
on the right brain fit the authors personal learning style better.
During the semester of language study the author was able to achieve a solid beginner
level of basic Khmer language. Activities and curriculum which focused on everyday life made
language useful and with increased confidence the author was able to practice throughout the day
with local people. Close relationships with language tutors and classmates helped the author
understand linguistic nuances, slang, colloquialisms, and cultural factors imbedded in the
language. However, reading and writing lagged behind speaking and listening acquisition in part
because of the complicated system of writing but largely due to the authors inability to
memorize the alphabet and vowels. After six more months of personal study the author was only
beginning to push sounds and gain concept of word.
One striking example of this was the authors increasing ability to recognize whole words
without the ability to deconstruct the word. Over time the author mentally decreased the work-

load required to sound out each individual letter by memorizing whole words as a basic sound
blend. High-frequency words were easier to remember and allowed the author to save mental
energy for new vocabulary. Although this technique was useful, it further reinforced the authors
lack of competency in basic sounds and inhibited her ability to use spelling to aid pronunciation.
It also severely limited her ability to write words due to not being able to use phonetic
knowledge to creatively write what was being heard. Work and travelling frequently interrupted
study. After each break the author would have to attempt to memorize the alphabet once again.
This inherent mental weakness impeded the authors ability to reach intermediate level but
enabled her to, as the Khmer say, speak well enough for daily linguistic purposes.