A crucial part of English is speaking, listening, reading and writing as a collective. This forms the basis of English learning within and outside the classroom. Speaking is required for writing as ‘preparing to write by talking through ideas… help young writers to gather ideas before facing an empty page’ (2011, p3, Goodwin). Communicating with peers through speaking and listening can develop children’s ability to write, and through reading, children improve their imagination. Through modern technology children are now able to access English learning through personalised and adapted methods.
Content based or enriched English as a Second Language instruction is an approach that provides second language learners with instruction in content and language. In this approach, students are exposed to a considerable amount of English through motivating content. Students are taught useful language that is embedded within relevant context rather than as isolated language. This approach tries to prepare students to acquire the language while using the context of any subject matter, so students learn the language by using it within specific context rather than learning the language in isolation. This approach is used for children and adults in schools settings or classes for students learning English for specific purposes.
Another approach to teaching reading is balanced literacy which, unlike whole language, “fuses the literature-based approach with some phonological instruction but only on an “as needed” basis” (Walsh, Glaser, Dunne 10). Mixing these two conc... ... middle of paper ... ... the student must understand the difference between an uppercase and lowercase letter and when to use them in different situations. Independent exercises are important in the learning process for children because it makes them feel like they have accomplished something on their own, and they show what the child truly knows. There are many different approaches to teaching language arts to young learners. It is important to understand that every classroom and every child is different.
Teacher responses play a critical part in this environment by asking questions to stimulate thinking, and children become adept at generating their own questions and seeking answers. Peers also learn to make enabling responses in a literate community. Children need and deserve these responses; as well as, they need to hear the ideas o... ... middle of paper ... ...ncourages children to be able to use their learning skills of various disciplines and put to use these skills acquired. Also, it helps children in solving and resolving age appropriate challenges. In doing this, one hopes to instill confidence and foster the child?s ability to see how all aspects of education build up the learner equipping him/her with the necessary knowledge to more forth in education as well as life.
Literacy is used for many purposes across a range of socio-cultural contexts bringing meaning to texts, words and images (ACARA, 2011; Fellowes & Oakley, 2010). Socio-cultural theorist Vygotsky highlights the role of socio-cultural contexts and interactions in children’s learning, stating that children learn literacy through every day social interactions in which they take part such as, viewing and critiquing television programs, playing video games, playing sport and going shopping (Arthur, 2001; Christie, Enz, Vukelich & Roskos, 2013; Hill, 2012). Through these interactions children are developing a wide range of skills, knowledge and understanding from the surrounding popular culture that embraces their interests, while also promoting engagement in areas of literacy such as reading, talking, writing and responding to texts. (Beavis, 2012; Hall, 2011; Lotherington, 2003; Walsh, 2010). Research studies have found that popular culture can and has been successfully and effectively used in schools, giving diverse classrooms more opportunities to engage in critical thinking through common understandings and connections... ... middle of paper ... ... to the shift in contemporary communication and learning contexts.
ICT’s provide added innovation, acceleration, enrichment, motivation and engagement to students learning and help to relate school experience to work practices states Yusuf (2005). The use of information communication technology and information technology in education can be divided into two categories, for education and in education. For education refers to the design and creation of information communication technologies for teaching and learning usages. In education however involves the embracing of general areas of ICT in the teaching learning process. ICT enhances the teaching and learning process, traditionally teachers... ... middle of paper ... ...nable new avenues of learning for students and gives students more responsibility in their own learning and allows them the opportunity to put this knowledge into practice.
One way to pass on specific reading skills is through guided reading groups. This learning activity gives students the opportunity to develop their comprehension, reading fluency, and word recognition, while also providing an effective method of differentiating the curriculum to suit various student reading abilities (Bayetto, 2013). Guided reading programs are not only useful for improving students’ reading abilities, but will also provide useful data for teachers when planning class programs. It needs to be emphasised that running effective guided reading groups is a complex process which requires strong teacher scaffolding and prior knowledge and consideration of students’ abilities (Department for Education and Child Development (DECD),
Even though, second language learners have those instilled variables, it is imperative for the teachers to guide learning and set the conditions of learning. Bilingual Children with Primary Language Impairment: Issues, Evidence, and Implications for Clinical Actions In the article, Bilingual Children with Primary Language Impairment: Issues, Evidence, and Implications for Clinical Actions, Kohner (2010) indicate numerous school districts that have implemented bilingual programs to help the English Language Learners. Dual language programs enhance student outcomes and close the achievement gap of Second Language Learners (Coyoca and Lee, 2009... ... middle of paper ... ... learners enjoy each others’ culture and life experiences as they relate to subject-areas (Nemeth, 2009). Conclusion The population of the United States increased with school age children speaking English as their second language. Strong community leaders and school districts are needed to ensure English language learners attend effective programs that teach them English and push them to graduate successfully (Buysse, Castro, and Peisner-Feinberg, 2010).
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.
Those devices were essential to engaging students in their learning (Geist, 2011). iPads have many apps that are helpful for students to improve their skills in reading and writing. The educational community should consider using iPads apps as a significant factor for enhancing student learning (Geist, 2011). Using iPads for learning in the classroom provides improved individual and cooperative learning; its capability allows a variety of functions and multimedia access. Apple has created many educational apps for students, including access to games, pictures, personal web or apps that have been shown effective to learning, in more creative ways; its architecture allows programs to be appropriate with other Apple products, improving sharing and cooperation (Omiterue, 2012).