Part One Introduction and rationale I chose this specialism, primarily, because my current LTE requires me to teach multilingual classes. For the foreseeable future, this situation will not change. I have taught both multi and monolingual classes but I spend the majority of my time in a multilingual classroom. I have noticed differences in the classroom but I have also noticed similarities and I feel that I should learn more about it. i.e. What aspects of the different classrooms can be transferred? Do I need to ensure that certain methods are always used in one but not the other? What can I do for my group of learners with this knowledge? Findings and Research The scope of this exercise is limited to teaching English as a second language (TESOL) i.e. teaching programs in English-speaking countries (specifically UK) for students whose first language is other than English. The first thing I noticed, when reading about it, was the paucity of specialised material on the subject. Tricia Hedge refers briefly to “multicultural” classrooms and one reference to “multi-lingual” classrooms and then only to talk about a possible diagnostic method to highlight learner problems (Hedge, 2000 p270). I have therefore tried to glean from various sources, insights and advice where possible. The scarcity of material has another consequence; multi lingual classrooms are often only mentioned as part of a wider discussion of “problems” encountered by teachers and learners. Many of the sources rely on research into monolingual groups (Hedge, Skehan, Lightbown et al.). Issues Many of the L1 issues that arise with monolingual groups will occur in any group containing that L1, just because an issue arises in a monolingual group does not mean it will n... ... middle of paper ... ...sues /l/ /r/ /θ/ /ð/ /w/ 35, 34,21, 5. 23 Saudi/Arabic M confident, often inaccurate speaker IELTS grammar, spelling looking for a “magic wand” 25,24,32, 6. 32 Turkey/Turkish F good systems, good writing personal development/business lacks confidence when speaking , pronunciation issues particularly /w/ and combinations with it. 24,21,27 7. 36 Korea/Korean F very good writing, good spelling and grammar confident speaker pronunciation issues /l/ /r/ /θ/ /ð/ /w/ 27, ,21,24 8. 19 Japan/Japanese F good vocabulary, personal development Grammar, very Japanese pronunciation 27, 22,23 9. 39 Switzerland/Swiss German F very good vocabulary, personal development hesitant speaker lacks confidence 24,27,21 10. 31 Saudi/Arabic M confident speaker often inaccurate good vocabulary.IELTS lacks formal grammar higher than A1A/2 , fossilised “rules” 25,24,32,
Literacy is a fundamental life skill; all children should have. As Australia is an increasingly multicultural country, migration has directly affected teachers whose classrooms nowadays have an array of linguistically diverse students. As a result, the definition of literacy is no longer considered the ability to read and write. Theory suggests that language acquisition is enhanced by social interaction with peers and more knowledgeable others, combined with explicit instruction and a supportive learning surrounding. Therefore, teachers are required to consider the linguistic backgrounds of students, whilst valuing this diversity to build proficiency in Standard Australian English, using culturally relevant content within a knowledgeable and stimulating learning environment.
Teaching world languages is a very specific, extensive field, and it should be noted that the texts presented here are only a small sample of what is available. Though it has long been known that language, culture and identity are interwoven, and extensive research to this effect has been presented, there exists an enduring trend to teach language solely as language. The texts presented within this annotated bibliography make it obvious that, as language is the main conveyer of culture, opportunities are being missed to help students develop their cultural understanding, and thus, their own identities, through the acquisition of second, or subsequent, languages.
Students’ background will determine as well the abilities of students, parents’ level of education and origin will enhance students’ language skills or will limit them; once the students arrive at school if the teacher promotes the interaction within children through lesson activities that target the competence of language, students learn from other students. If the cultural diversity is promoted in the classroom by the educator, all the students’ cultures will be linked to the curriculum, and the language development plus a cultural enrichment will diminish the opportunity for students to fall
Translanguaging is a theory that encompasses and focuses on language practices of bilingual people (Celic & Seltzer, 2012). Celic and Seltzer (2012) state that translanguaging is a person’s ability and choice to utilize their home language and their second language as resources to make meaning of the things they encounter in every day life. Translanguaging is one of the theories that influence my theoretical framework of my curriculum. This theory is meant to challenge those myths and assumptions about monolingual instruction and bring the belief that monolingualism is the norm versus bilingual practices as being the norm (Celic & Seltzer, 2012). When a bilingual person is translanguaging they are using both their languages in a strategic manner, which is what sets this apart from code switching. The common underlying proficiency theory developed by Cummins (1991) suggests that the first and second language depend on each other and work together, therefore supporting the translanguaging theory. Cummins (1991) believes that if an ELL gets proper second language instruction, their first language skill will then transfer over when learning the second language. This theory is often challenged by monolingual views of second language acquisition, despite the fact that monolingual practices are not well supported by empirical evidence (Cummins, 2007). Translanguaging creates this idea of dynamic bilingualism. Seltzer (2014), describes dynamic
Baker (2011) explains that this perception of lack of competence in the dominant language incites to the enrollment of ELLs in mainstream and transitional classrooms in order to ensure a fast conversion to the dominant language. However, this fast conversion could lead to more harm than good since it denies to the student his/her development of the home language, and frequently denies his/her identity and self-respect (Baker, 2011). Baker (2011) states that when bilingual education is well implemented it becomes the cure rather than the cause of
One thing I learned is the importance important of getting to know students and their cultural backgrounds. The practices used in the classroom should cater to the needs of students in the classroom. For example, I have several students who have been classified between Stage 3 and Stage 4 language acquisition. In order to serve these students effectively, I would need to know the stage they are classified at. Next, I would need to implement strategies to increase learning. The materials chosen to read in class should be interesting yet challenging for my ELL students. Knowing about my students’ background and using strategies and tools to support them is the most important lesson that I’ve learned in this course. This understanding applies to any diverse student that I may teach. Truly getting to know students and their backgrounds, as well as intentionally implementing strategies that will help benefit students’ academic growth are examples of best practices in teaching. This has been the most influential lesson learned in this class because it can be applied to every student that I will teach. I plan to implement what I’ve learned into my classroom and create an environment were all students feel safe and motivated to learn regardless of their
Magruder, E. S., Hayslip, W. W., Espinosa, L. M., Matera, C. (March, 2013). Many languages, one teacher: supporting language and literacy development for preschool dual language learners. Young Children. 68(1) 8-15. Retrieved from: http://www.naeyc.org/yc/files/yc/file/201303/Many_Languages_Margruder_0313_0.pdf
Alegria, R. (2011). The United States benefits from multilingual Americans. In A. Francis (Ed.), At Issue. Should the United States Be Multilingual? Detroit: Greenhaven Press. (Reprinted from It's a Multilingual World, After All, Denver Post, 2007, September 30) Retrieved from http://ezproxy.snhu.edu/login?url=http://ic.galegroup.com/ic/ovic/ViewpointsDetailsPage/ViewpointsDetailsWindow?failOverType=&query=&prodId=OVIC&windowstate=normal&contentModules=&display-query=&mode=view&displayGroupName=Viewpoints&limiter=&currPage=&disableHighlighting=false&displayGroups=&sortBy=&search_within_results=&p=OVIC&action=e&catId=&activityType=&scanId=&documentId=GALE%7CEJ3010742206&source=Bookmark&u=nhc_main&jsid=b6de348404c8bc0ea071137a33ff76c0
Additive Bilingualism promotes the development of both the L1 and the L2 and encourages the users’ flexibility in them (Baker, 2006). In additive bilingualism, the bilingual ‘feels enriched socially and cognitively by an additional language’ (Malmkjaer, 1991:58). The addition of a second language or culture is unlikely to replace or displace the L1 and its culture. Also, the L1 is not dispensed with as the language of instruction (Baker,
Cummins (1994). Knowledge, power, and identity in teaching English as a second language: Educating second language children. Cambridge, England: Cambridge University Press.
Learning a second language can be very fun and it can help you in many ways. But unfortunately there aren't many foreign language options in Valley Center schools. And we think that should be changed. No matter whether it’s French, Spanish, German, Russian, or Chinese, all languages can be beneficial for you to learn. Valley Center needs more language classes, because foreign languages can help you to interact with people from other countries, enhance your vocabulary, and, most importantly, get a better job in the future.
Swarbrick, A. (2013) Aspects of Teaching Secondary Modern Foreign Languages: Perspectives on Practice. London: Routledge Falmer.
The idea to include L1 as part of the language teaching system has been debated upon in recent years. The strong anti-L1 suggest on a complete prohibition of L1 in classrooms, while many others see L1 as a tool to better students’ learning of the TL. This section will highlight the pros and cons arguments for using the L1 in classrooms, along with further evidence supporting the advantages mother tongue bring to the language learning, and teaching process.
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
Language has pioneered many interracial relationships and historical milestones. Language is a necessity for basic communication and cultural diversity. Being multilingual is a skill proven influential to a successful future. Due to rapid globalization, countries all over the world are stressing the importance of learning a second, or even third, language. With the exception of time and lack of resources, adults have very few widely applicable disadvantages to learning multiple languages. However, language learning as a child presents more complications. Some of those include not having enough funding at the elementary school level to introduce a program for secondary language, academic overload for the youth, stress for both the parent and student parties, and the mixing of languages. Not all of these complications are true in any or all situations, however, and the absence of them provides multitudes of opportunity for future career and academic success. Ultimately, it is the responsibility of the parents or the education legislation to decide whether they encourage the learning of a secondary language at the young age necessary for retention. “The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency,” therefore the younger a child begins to learn, the more likely they are to benefit to the maximum potential (Robertson). Keeping the language learning in high school or beginning the process earlier is a greatly controversial discussion that is important to address because of the topic’s already lengthy suspension.