International Baccalaureate Organization. (2014). Language Acquisition Guide. Cardiff, Wales: International Baccalaureate Organization. 104 This guide is an official document that minutely regulates language acquisition teaching and learning in the MYP. It is strongly recommended that it is used in combination with MYP: From Principles into Practice (May 2014) that was in turn previously reviewed. The Middle Years Programme (MYP) is the second phase of the international Baccalaureate (IB) after the Primary Years Programe (PYP). The MYP is for students between 11 and 16, promoting creativity, critical and reflective thinking through academic challenge by making connections between what they study and the world around them. In The MYP young …show more content…
The student’s knowledge and understanding will be developed through learning language, learning through language, and learning about language. (Halliday, 1985, p. 8) The student is driven to develop competencies to communicate appropriately, accurately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of purposes. (IBO, 2014, p. 8). According to Lanning 2013 quoted in (IBO, 2014, p. 8) “processes are what help mediate the construction of new knowledge and understanding and play an especially important role in language and communication.” They are designed to enable students to become multiliterate by developing their oral literacy (oracy), visual literacy (visuacy) and written literacy (literacy) (IBO, 2014, p. 8). There are four communicative processes for each of the six phases in order to assist teachers with planning, teaching and assessing. The First communicative process is comprehending spoken and visual text. The Second one is comprehending written and visual text. The third is communicating in response to spoken, written and visual text. In the fourth, language is used in spoken and written form. To meet these objectives, teachers have to concentrate on the macro-skills of language: listening, speaking, reading, writing, viewing and interpreting. These skills are interactive and interrelated though teachers arrange them as isolated skills. (IBO, 2014, p. 8) the use of the objectives of the six phases is compulsory and they should be referenced when planning units. Each objective is elaborated by a number of strands; which is an indicator of the learning expectation. (IBO, 2014, p. 9). They are subsets of each whole objective that must be taken into consideration when planning, teaching and assessing and reporting on the student’s development and communicative
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
Literacy is the act of conveying, analysing and understanding messages to make meaning of interactions. Therefore, literacy can be defined as a multifaceted, continually evolving multimodal process using numerous semiotic systems for communication purposes. A literate individual is required to make sense of information received in order to articulate or express an appropriate response; although, literacy strengths will vary depending on the context or social situation. In an increasingly multicultural and technologically "savvy" classroom, the teaching and learning of multiliteracies is of particular importance as it ensures students gain the skills needed to successfully communicate in a modern world. Therefore, it is necessary for literacy to be described as multimodal, which includes the use of aural, gestural, linguistic, spatial, and visual modes with a purpose to send and receive information. The term multimodal also incorporates the use of art, digita...
...ly intertwined. Language Development has three aspects, content (vocabulary and meaning), form (grammatical structure or syntax), and use (function). Communication requires much previous knowledge and skills and children communicate before they master an actual symbolic language. Literacy Development is defined as encompassing reading, writing, other creative or analytic skills, and comprehension of the environment.
“We can distinguish between being able to read and write (which is the ability to decode and encode text), and being literate, which is the ability to critically evaluate and to act upon knowledge and experience” (Corden, 2000. P. 39). The concept of Literacy also comprehends the ability to adequate one’s speech, either oral or written, to the situation, to the task representation, and to the potential receiver of it.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
Intellectual quality is embedded through the elements of deep knowledge and understanding and substantive communication (NSW DET, 2003, p. 10). Throughout the lesson, focus is sustained on key concepts such as cursive writing, spelling, grammar, punctuation and vocabulary. Students are then given opportunities both orally and written, to express and demonstrate their understanding and competency. Extension options are also available for students where they can use digital technologies to publish their work or write in calligraphy once the set task is completed. (NSW DET, 2003, p. 11). For students to achieve higher quality outcomes, they need to be highly engaged and willing to participate (NSW DET, 2003, p. 10). This can be achieved through establishing challenging learning goals within each students’ proximal development and providing work that is intellectually stimulating, relates to real life and meet the needs of each student in order to gain confidence first (AITSL, 2011; Berk, 2013, pp. 267-268).
First and foremost, Jones and McLachlan (2009) argue that the acquisition of a new language within the classroom setting is best achieved when key linguistic competences such as, speaking, listening, writing and reading are interlinked to create a whole language experience (Jones and Coffey 2013; Kirsch 2008). Gardner (1983) researched into cognitive processes and suggested in his seminal theory that there is the existence of seven forms of intelligence, which are regularly targeted within the MFL lessons, such as kinaesthetic, visual, musical, intrapersonal, interpersonal, logical and verbal-linguistic learning (Goswami and Bryant 2007; Jones and Coffey 2013; White 2005). This suggests that if teachers provide opportunities for the pupils to access and participate in the learning, and make available ample opportunities for pupils to contribute their understanding (McCallum et al. 2000; Pachler et al. 2007) that children can be assessed using different assessment strategies suited to the learning style (LGfL 2011). As a result the scheme of work (Appendix 1) adopts a range of kinaesthetic, visual, audible learning strategies throughout and using a range of resources also allows assessment to consider the l...
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...
There are some theoreticians who view literacy in a form of social practice. In their view, social issues are also important components, as well as linguistic competence and understanding cognitive processes in language studies. Freire (1974) views literacy not only as a process of knowledge transformation, but also as a relationship of learners to the world. Vygotsky (1978) suggests two stages of development at social and individual level. In his view, literacy is a phenomenon that is created, shared, and changed by the members of a society. Gee (1996) similarly argues that becoming literate means apprenticeship with texts and apprenticeships in particular ways of being. In summary, literacy practices are not just about language, but about their interrelation with social practices.
Steven Krashen developed 5 theories of Second Language Development. The Acquisition-Learning Hypothesis states that people acquire language naturally, without any formal training, simply through their interactions with others (Freeman and Freeman p.62). Language learning, however, is a more complex process which requires instruction. Both of these processes are necessary for a person to acquire a second language. Implications for teaching include creating authentic social interaction time with peers in the classroom, collaboration with peers, modeling appropriate language use and using repetition (Vose).
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
The language skill of speaking at the lower primary levels is taught implicitly through the use of big books used in the STELLAR (Strategies of English Language Learning and Reading) programme. Pupils learn to demonstrate their speaking skills as highlighted in the guidelines of the STELLAR specific units, when they predict using titles and visuals as cues, respond to teachers’ questions on the big book, use the targeted structures of language and contribute their ideas for the class dictated writing. Given the above situation that could have implications on speaking instruction, the purpose of this study is to analyse the features in an interaction between a teacher and a group of six Primary One pupils in an English Language writing lesson. The discourse organisation in terms of generic structure and discourse features of the interaction will be lucidly examined. Hence, this ana...
Throughout history, many schools of thought have examined humans’ ability to understand and utilize language. Ancient philosophers, like Plato, used their observations to pose notions of language acquisition and early Indian scholars began the first debates between nativists and behaviorists (Stanford Encyclopedia). These early thinkers only touched upon this human process, as our modern day tests have shown that there are specific stages to acquiring language, varying ideas on whether language is innate or learned, and a definitive, but rarely studied, window for any human to acquire language.
Nowadays, many people think reading is not necessary, since there are so many sources of information and types of entertainment, such as TV, cinema and the Internet. I believe they are wrong because reading is very beneficial in many ways.