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This unit essentially takes all of the information from the previous units on how to use ESA to teach second language and gives us actual set-ups for a classroom. It was good to see the ways that the authors think ESA can and should be used in the classroom, but I struggled with this section as many of the ideas, particularly for the study phase, seemed to serve no purpose other than to evaluate students. The course makes it clear that second language cannot be taught in the same way as the L1, but that with children, one should do their best to make learning natural and similar to L1. Why then do the majority of the study phases include \"analyzing language use\" when this is not something that native speakers do? I personally believe that there are better ways to have students look at their own production outside of a class-wide activity that has little relation to authentic language learning. While I understand the purpose of the study phase, I believe this unit taught me to be careful in my choice of activities, because, as noble as the teacher's intention is, many of them are extraneous. That being said, the chapter is useful for its outlining of he various ways to use ESA in your classroom.
