Alright, where do I start, Well todays iteration cycle was a good session. I felt like my participants really understood the vocabulary that they highlighted in the previous session stating they dont understand it. Now with the Gagana Samoa one word could mean many things however in this instance we focused on the context of their speeches which I refer to as the situation. This allowed students to focus solely on the meaning of these words in a specific context. The engagement was there, the communicative skills we there based on my observations students were talking and trying to make sense of the flipped task and connect this to their prior-knowledge. I can definitely see the importance of cummins quadrant framework which seperates the idea of context embedded tasks vs context reduced tasks. I see there is a very important place for this in the bilingual space, especially linking this frame to a task based approach where the focus is not solely on completing the but solely dependent on students finding meaning in the target language. Wow I really enjoyed creating this task for my students where they got the opportunity to mix and match Gagana Samoa word, English word and visual. It was great to see students talk about the visuals which supported them in making their own interpretations, and finding what matches. The question now comes to mind where this rotational model of bilingual education where teachers are delivering the curriculum through Gagana Samoa on one day and than English on another day, Now today I witnessed both languages, in action input and output were both in Gagana Samoan and English during one block and I found this very beneficial with the participants I deliberately selected. Then it raises this question about why seperate languages into slots of days? I dont know if this is relevant, but its my thoughts at this point in time. Why cant the senior students, experience teaching through a language using both languages at the same time through out the day?
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