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effects of bilingualism in the classroom
impact of bilingualism on learning
impact of bilingualism on learning
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Recommended: effects of bilingualism in the classroom
Secondary students are eager to/motivated to use new technologies for communicating across languages and sometimes borders. This resource can be exploited by using class time to use the new technologies in a way which actively supports not only their communication in the CLIL language but also their skills in using this media to engage in authentic communication in the CLIL language. This offers the teacher a vast amount of new resources with can be used both in and outside the classroom. Real communication can be created by using online tools to communicate with native speakers of the target language.
‘’much of the drive for introducing CLIL with this age group relates to parental and school-based attitudes toward globalization, and this is where English, in particular, has a dominant position as a CLIL language in many countries.’’ (Coyle, 20)
3.3 5 models for secondary education.
Coyle describes 5 models for CLIL classrooms in secondary education. These are all good examples of CLIL but are all used differently. Different teachers use different models.
B1 dual-school education.
- Learners work with input from both language and content teachers, engage in collaborative problem-solving tasks using new media, and work predominantly in the CLIL language.
- Sometimes linked to forms of international certification, which provides added value in terms of learner access to formalized assessment systems.(Coyle, 21)
B2 Bilingual education.
- Learners participate in ‘’international streams’’ and develop advanced CLIL language skills for these specific subjects. This is complemented by language learning which focuses on interpersonal skills and cognitive language proficiency.
- Often linked to international certification, and internat...
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...L if most suitable.
In my case: As an English teacher I would like to combine the language and parts of American history to bring both the language and the content alive. I believe it is important for the pupils to understand which events from American history have led to contemporary values, beliefs or events.
Stage 3: planning a unit.
When creating a planning map for CLIL it is important to use the 4Cs framework.
C1. Content. Progression in new knowledge, skills and understanding. (Coyle, 2005)
C2. Communication. Interaction, progression in language using and learning. (Coyle,2005)
C3. Cognition. Engagement in higher order thinking and understanding, problem solving, and accepting challenges and reflecting on them. (Coyle, 2005)
C4. Culture. ‘Self’ and ‘other’ awareness, identity, citizenship, and progression towards pluricultural understanding. (Coyle, 2005)
During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
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
Seeing through a multicultural perspective. Identities, 19(4), 398. doi:10.1080/1070289X.2012.718714. Steven, D. K. (2014). The 'Secondary'.
Metalinguistic awareness increased within the ESL students, therefore their phonics increased as well and they scored higher than some L1 students. Students who know multiple languages at an early age are proven to do better in both languages than students who only know one language.
276). Curtin’s Coculturation (2010) combats this hegemonic discourse by stating, “everyone is continually engaged in social and political processes of identification” (p. 283). Thus, one’s identity can consist of multiple cultures and they can in fact coincide. The idea that one group “belongs” in a particular imagined community is a myth, there is no single response or adaption. The theory of Coculturation ultimately accommodates to a more realistic approach to cultural adjustment where a newcomer can adopt some behavior of the host culture while still maintaining the conciliatory and subconscious aspects of their native
Recent advancements in technology have changed society dramatically. Particularly, technology has improved communication throughout the world. The first form of communication other than speaking and letters ...
Where Criterion-referenced assessment is measured on what the learner can do for example a Btec level 1 is a pass or fail.
Weedon, Chris. Identity and Culture: Narratives of Difference and Belonging. MPG Books Ltd. 2004. Print.
To further embark on the notions of culture and cultural studies, it should be noted that the very nature of the term has paved the way for a more comprehensive approach to identity in the way it emphasizes the politics of representations. Moreover, “the sites of contemporary cultural production and reception are no longer confined within the borders of nation-states(... . ) Culture is becoming less a matter of locations than of hybrid and creolized meanings and practices that span global space. Cultures are syncretic and hybridized products of interactions across space” (Barker, The Sage Dictionary of Cultural Terms,68).Then, from this perspective, culture is foremost concerned with the processes of signification which deconstruct the pre-established set of meanings and hierarchies, notably the binaries of Self And Other (Said,Orientalism). Transcending the essentialist view that assumes rigid separating boundaries between cultures, the constructivist view which foregrounds the mechanisms of defining and redefining cultural identities in a multicultural society is to be
Living in the 21st century, we are more connected to each other than ever. With that being said, there is a necessity for us to maintain our cultural diversity as we merge into such a multicultural world. Multiculturalism is, in essence, the study of how individuals from different ethnic, minority, or rural backgrounds receive, analyze, and respond to information that is presented to them. The principle of cultural diversity takes multiculturalism a step further, changing the mainstream approach so that the different ways of receiving, analyzing, and responding to information are all seen as being culturally aware. In the world of today we are all directly or indirectly involved in the cultural socialization and globalization. At times one is so much engaged in trying to blend in that one forgets to be a real “self”.
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
Before reading the text “Making chat activities with native speakers meaningful for EFL Learners” by Jo Mynard as we know our current world, plenty of technologies and inventions are being invented all the time. It is comfortable to live in this modern age. These technologies were invented in order to facilitate our life, especially in communication. Also, teaching and learning English now are quite influenced by technologies. English can be learnt from many mediums, such as CDs, cassettes, and especially, the Internet. In my opinion, the Internet is one of the most genius inventions; with just one click it gives us a great deal of information. There are other benefits of the Internet as well, for example, we can now communicate instantly with people from the other side of the world by making chat.
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly. Lastly, instructor should show examples of projects and essays for reference. This will allow EL students to visualize the end product; allowing them to organize their ideas and
Jackson, Whitney. “Tongue-tied: Americans Lack Multi-lingual Edge.” Medill Reports. N.p., 9 Dec. 2008. Web. 15 Dec. 2011. .
Postcolonialism is the continual shedding of the old skin of Western thought and discourse and the emergence of new self-awareness, critique, and celebration. With this self-awareness comes self-expression. But how should the i...