Self-Reflective Teacher Model for Creating LASS in EFL Classes

Abstract

Language acquisition requires a specific environment to support learners in acquiring native-like fluency. Developed by Jerome Bruner, the Language Acquisition Support System (LASS) plays a crucial role in language acquisition. In the case of the first language (L1), the support system comes automatically from parents and the environment in which the child was born. On the contrary, in the case of the acquisition of a foreign language (L2), there would be no such support system or environment to foster the acquisition. To bridge the gap, the teachers of L2 need to play a crucial role in creating and developing LASS by simulating the features of the system. However, language teachers find the creation of LASS and the facilitation of relevant environments quite challenging. Assuming that the hard-trenched beliefs and opinions that teachers hold as an important factor that hinders teachers' ability to create such a classroom environment, this study has developed a ‘self-reflective teacher model’ based on the philosophical underpinnings of Ayn Rand, Jiddu Krishnamurthy, and Terry Borton to support teachers in understanding about the reality of their beliefs and enable them to create LASS in their classes. The model was employed by 36 EFL teachers with favourable outcomes in creating LASS in their classes. The inferential statistics drawn from the data collected from the experiences of the 36 teachers through a 10-item Likert scale confirm the viability of the model, which can be used and developed further for improving students' acquisition of the language and communicative competence.