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Characteristics of language acquisition
Characteristics of language acquisition
Short note on language acquisition
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Content and Language Integrated Learning (CLIL) is getting more and more important on the field of language learning and teaching. In general speaking there is a need for communication in a second language to reduce the linguistic differences within the European Union. CLIL can be used for this reduction.
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners . This definition includes the plan of the integration of the language into a broader curriculum, during the language acquisition students can use the language in real-life situation and this way supports the natural language learning. Furthermore, CLIL supports fluency in contrast with accuracy and errors are regarded as the part of the natural language learning. Learners become fluent English speakers as using language for various purposes.
However, CLIL has a lot of beneficial side there are unanswered question in connection with applying it in an EFL (English as a Foreign Language) classroom. How can motivation be created and maintained during the whole l...
Serra, C. (2007). Assessing CLIL at Primary School: A Longitudinal Study. International Journal of Bilingual Education and Bilingualism, 10(5), 582-602. http://dx.doi.org/10.2167/beb461.0
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
“The explanation for this interest in CL is verysimple: Investigations have almost invariably indicatedthat CL is a highly effective classroom intervention,superior to most tradi...
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
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.
WORKS CITED Krashen, Stephen. The. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 2003. 1982 Omaggio, Alice C. Teaching Language in Context.
program model different from their grade level peers, in order to receive core second language instruction (Brondum and Stenson, 1998). Figure 1 shows the most common language immersion programs in the United States (Lenker and Rhodes, 2007). This paper lists and describes the three most common types of foreign language immersion program models.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
The increasing impact of globalization has, in recent years, caused a significant shift in the goals of foreign language education from communicative competence to a requirement for intercultural communicative competence (Byram, 1997). He defined intercultural competence as the ability to establish and maintain relations with members of other culture but not necessarily linked to foreign language proficiency while intercultural communicative competence implies that the learner can do this in a foreign language (Helm & Guth, 2010). However, in a traditional language classroom, the focus of language teaching is to develop reading, writing, speaking, and listening skills. If the focus on language teaching is to improve this set of
Linguistics and Computer Science are the main components of CL. According to Bolshakov & Gelbukh (2004) CL can be defined as a synonym of NLP. CL aims to construct computer programs which are able to process (recognize and synthesize) texts and speech of natural languages. This process enables scientists to create several applications related to this field such as Machine Translation, Spell and Grammar Checkers, Information Retrieval, Speech Recognition and Speech Synthesis, Topical Summarization, Extraction of factual data from texts, Natural language interface.
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.
I have had experience with learning two languages, Spanish and Arabic. The first time I was exposed to Spanish was when I was in kindergarten and I did not study it again until high school. I did not begin learning Arabic until my last year of high school and decided to major in Arabic once I got to college. The experiences I had learning these languages were completely different.
Education which is based on, and begins teaching in, the language used by the child at home since birth. Student-centered, active basic education which starts in the mother tongue and gradually introduces one or more other languages in a structured manner, linked to children’s existing understanding in their first language or mother tongue. Teaching predominantly in the mother tongue for at least six years, alongside the development of other languages, is required for this approach to deliver high quality learning outcomes.
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the