SLA Journal Rubric Criteria 4 3 2 1 Structure Ideas (x2) All or almost all of the entries have a connection to structure. Most entries have a connection to structure. Few entries have a connection to structure. None of the entries have a connection to structure. Topics (x2) Journal entry addresses all questions and ideas in the writing prompt in a reflective manner. Journal entry addresses most questions and ideas in the writing prompt in a reflective manner. Journal entry addresses some of the questions and ideas in the writing prompt, but may not be reflective. Very few questions and ideas from the writing prompt are addressed, and the journal is not reflective in nature. Format The proper format has been followed for all of the entries. It is written in paragraph form and is double spaced following MLA or APA format. The paper addresses all talking points and is 2 pages long. The proper format has been followed for most of the entries.  It is written in paragraph form and is double spaced following MLA or APA format. The paper addresses most talking points and is 1.5-2 pages long. The proper format has been followed for few of the entries. The paper addresses some talking points and is less than 1.5 pages. long. The proper format has not been followed for any of the entries. Bullets and single spacing are used. The paper does not address several of the main talking points and is 1 page or less. Mechanics All or almost all of my entries use correct spelling and grammar. Most of my entries use correct spelling and grammar. Few of my entries use correct spelling and grammar. None of my entries use correct spelling and grammar. Completion All entries are present, in order, and together. All entries are present, but are either not together or in order. All entries are not present, but they are together or in order. All entries are not present, nor are they together or in order. SLA #3 While finishing up this course, I do not feel as comfortable with my second language as I was hoping I would. I love the language and think it is absolutely beautiful, and as I have stated in the past I truly believe I would like to continue to learn how to better communicate in French. With this being said I feel my self-esteem is low at the amount I have accomplished thus far, but still very high with the hope that I can push myself enough to at least learn a small amount of the language enough to carry on a small conversation if ever needed. My self-efficacy is pretty much right in the middle on a low to high scale. I completed many tasks, but my overall goals were not all completely achieved. Although I did not expect to be able to carry on a complete conversation within a four week class, I would have liked to be able to know a couple complete sentences. I know individual words, but they do not flow well enough to make a complete sentence someone can understand. Which brings me to my willingness to communicate, which I would have to say .

1. SLA Journal Rubric
Criteria
4
3
2
1
Structure Ideas (x2)
All or almost all of the entries have a connection to structure.
Most entries have a connection to structure.
Few entries have a connection to structure.
None of the entries have a connection to structure.
Topics (x2)
Journal entry addresses all questions and ideas in the writing
prompt in a reflective manner.
Journal entry addresses most questions and ideas in the writing
prompt in a reflective manner.
Journal entry addresses some of the questions and ideas in the
writing prompt, but may not be reflective.
Very few questions and ideas from the writing prompt are
addressed, and the journal is not reflective in nature.
Format
The proper format has been followed for all of the entries. It is
written in paragraph form and is double spaced following MLA
or APA format. The paper addresses all talking points and is 2
pages long.
The proper format has been followed for most of the entries. It
is written in paragraph form and is double spaced following
MLA or APA format. The paper addresses most talking points
and is 1.5-2 pages long.
The proper format has been followed for few of the entries. The
paper addresses some talking points and is less than 1.5 pages.
long.
The proper format has not been followed for any of the entries.

2. Bullets and single spacing are used. The paper does not address
several of the main talking points and is 1 page or less.
Mechanics
All or almost all of my entries use correct spelling and
grammar.
Most of my entries use correct spelling and grammar.
Few of my entries use correct spelling and grammar.
None of my entries use correct spelling and grammar.
Completion
All entries are present, in order, and together.
All entries are present, but are either not together or in order.
All entries are not present, but they are together or in order.
All entries are not present, nor are they together or in order.
SLA #3
While finishing up this course, I do not feel as comfortable
with my second language as I was hoping I would. I love the
language and think it is absolutely beautiful, and as I have
stated in the past I truly believe I would like to continue to
learn how to better communicate in French.
With this being said I feel my self-esteem is low at the
amount I have accomplished thus far, but still very high with
the hope that I can push myself enough to at least learn a small
amount of the language enough to carry on a small conversation
if ever needed. My self-efficacy is pretty much right in the
middle on a low to high scale. I completed many tasks, but my
overall goals were not all completely achieved. Although I did
not expect to be able to carry on a complete conversation within
a four week class, I would have liked to be able to know a
couple complete sentences. I know individual words, but they
do not flow well enough to make a complete sentence someone
can understand. Which brings me to my willingness to
communicate, which I would have to say at this point is still
pretty low, because I do not believe anyone would understand

3. me, and people may just laugh at me for trying at this point.
Inhibition would be at a high scale because I do not feel that I
would be comfortable walking up to someone I do not know and
be able to carry on a conversation with them in French. I think I
would start to feel very nervous that they would not be able to
understand me, which is where risk taking comes into play. I
think if someone knew where I was in my language studies, I
may try to have a conversation with them, so they could tell me
how I am doing, what I need to work on, and maybe listening to
someone speak back to me may help with my fluency. I believe
my overall personality is more of an extraversion personality,
but when you involve a second language that I do not know very
well I tend to have a more introversion personality because I do
not believe I would just walk up to someone random and start a
conversation.
I believe that all of these factors go hand in hand with each
other. I think if I have a larger self-esteem and more of a
willingness to communicate, than I would be more of a risk
taker and have more of an extraversion personality. Now that I
have gone through each step in the second language learning
process I believe the top elements is to make sure you work
hard to achieve the goals you would like to achieve by a certain
time, and doing it properly. Skipping around and not learning
the fundamentals first then moving to pronunciation, and then
flow, may allow for confusion and stress. One issue I definitely
had was staying focused when frustration hit because I couldn’t
pronounce a certain word like the website did. I believe
characteristics of a successful teacher are being able to relate
and understand her students. A teacher who has been through
the same steps of learning two languages, can better relate to
the problems her students may be experiencing, and may
possibly have tips as how to understand something better.
The benefit I gained from the journal-writing process is
having the ability to show my accomplishments, but also
explain where I am lacking the ability to speak fluent French. I
would change the journal process in order to be able to better

4. explain my personal feelings during this process, instead of
having certain topics to have to write about. Although I do love
having guidelines, I would like to really incorporate my own
personal feelings during this process.
Journal Entry’s
Entry 1:
Date: 12/30/2014
Language: Spanish
Site: http://www.studyspanish.com/pronunciation/letter_d.htm
Content: Narrator is giving instruction to make sure that you
put your tongue touch the back of the front teeth. Consonaunt
:d had two different sounds used to them in the Spanish
language. In the first part using words dar, cuando, dos, dia,
donde, falda. At this time for the next part the narrator gives the
instruction that the d sound is soft and sounds more like a th
then a d. The voices start using the words nada, adios, estudiar,
vida, lado, ciudad. Now the narrator instructs that the two d
sounds will be put together in the following words delgado,
debido, decidio, dedal, dudar, descarado. All of these words are
given in slides to there in English counterpart in addition to the
voice actors.
Time: (35 minutes)
Entry 2:
Date: 12/31/2014
Language: Spanish
Site: http://www.studyspanish.com/pronunciation/letter_r.htm
Narrator is giving instruction to make sure that the Spanish r
sound more like an English d. Consonaunt :r had two different
sounds used to them in the Spanish language. In the first part
using words pero, caro, cero, hablar, comer, triste. A reminder
is given that the Spanish sounds nothing like the Spanish r.

5. Another voice goes on to say the same words just preciously
listed. Next phapse of this exercise is where a native Spanish
speaker says the correct pronunciation of the words vs an
English speaker who says the incorrect pronunciation of the
same Spanish word. Words are as followed pero, caro, cero,
hablar, comer, triste. In the last part of this exercise the narrator
gives instruction that following words do not have an r sound.
Words as followed pero, caro, cero, hablar, comer, triste. All
of these words are given in slides to there in English
counterpart in addition to the voice actors.
Time: (30 minutes)
Entry 3:
Date: 01/02/2015
Language: Spanish
Site: http://www.studyspanish.com/pronunciation/letter_rr.htm
Content: The consonant: rr is similar to the consonant: r in the
aspect that both Spanish letters have a “vibrating, or thrilling
sound”. The lesson starts off as the native Spanish speaker
saying words such as perro, carro, zorro, cerro, aburrido, arriba.
The next section goes on as the narrator say these following
words have both the single r and double rr sounds, the words are
raro, romper, carrera, corer, cerrar, carretera. The following
section is show on how the menaings change based upon the
sounds, the words for this are pero, perro, caro, carro, cero,
cerro. About half way thought the lesson, the narrator simple is
telling me to say and repeat the following words perro, carro,
zorro, cerro, aburrido, arriba, raro, romper, carrera, correr,
cerrar, carretera. The last part is the narrator telling me to
perform this tongue-twister or Spanish for Trabalenguas. R con
R cigarro, R con R barril, rapido corren los carros cargados de
azucar al ferrocarril. All of these Spanish words are presented
with their English counterpart in slides.

6. Time: (35 minutes)
Entry 4:
Date: 01/03/2015
Language: Spanish
Site: http://www.studyspanish.com/pronunciation/stress.htm
Content: This lesson is staring with the narrator instruction to
put the correct stress or loudness of a syllable. This is important
for the correct stress and incorrect stress can change the
meaning of a word completely. The lesson goes to start the
following words papa, papa’, esta, esta’, pico, pico’. The second
part of the lesson is given instructions to pay attention to which
syllable in a word is given stress. The list starts again with
papa, papa’, esta, esta’, pico, pico’. This lesson is short when
compared to the previous three lessons.
Time: (25 minutes)