Dual Language Programs

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.

ELL students should be taught with strategies such as learning through speaking and listening. ELL teachers work with non-native speakers of the English language to help them develop the language skills as well as social skills. The programs they are going through are grammar conversational English, reading, listening comprehension, writing and vocabulary. Researchers have found the ELL students learn best relating subjects that they are interested in. They can be taught through strategies such as Sheltered Instruction Observation Protocol (SIOP).

Traditional instructional methods present new concepts linguistically to students; in other words, by having them read and/or listen to the information they are expected to learn. In the student’s long-term memory, that information would be formed in a fashion similar to a sentence. On the other hand, Non-linguistic r... ... middle of paper ... ... in English, it is difficult to assess what they already know, what they understand, and what they have learned. By using non-linguistic representations to bridge the communication gap, English Language Learner instructors can offer a more accessible learning opportunity to all of their students, and better assess their specific content knowledge at every level of their development. References Hill, J., & Miller, K. (2013).

Practical educators understand that they key in this phase of reading, comes from teaching students to recognize that individual letters and certain letters together create specific repeated sounds. Successful teachers must aide students in having a well-founded understanding of phonemes in order to form letter-sound correspondences and recognize spelling patterns. When teachers assist students in doing so, it leads to helping the students learn how to apply this knowledge in their reading. As mentioned above, a starting point in phonics instruction comes from assessing the prior knowledge of the student. This allows teachers to create lessons and plans that offer diversity and give students a fair chance to understand

By using TT as a learning resource, teacher hopes the student can notice the target language input given, negotiate the meaning, and practice the language by responding the teacher’s instructions. Through this way, students are expected to be facilitated and have a big chance to be active in teaching and learning process so that they can improve their knowledge about l... ... middle of paper ... ...ions of using code switching in FL teaching of eleventh grade students of SMA N 1 Ponorogo in the Academic Year of 2013/2014. 4. The Significances of Research The result of the study is expected to the beneficial for: 1. Students This study is expected to give students an awareness of increasing their language acquisition by using code switching.

One common approach is whole language. Kate Walsh states that whole language “emphasizes connecting children with meaningful text as the preferred path to developing fluent readers” (10). In whole language, using the context of the sentence to figure out a word is essential. Walsh further explains the importance of context cluing in whole language by describing it as “having children identify new words by discerning their meaning in the context of the text” (10). 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).

We must work on the strengths of our ELL students. When we work on what our ELL students already know then we can help build upon students learning from multiple languages. We can even have the ELL students share their native language with other students. This can help make learning interesting when they share their cultural background. Works Cited Citations Ellis, R (2008) “Principles of Instructed Second Language” Retrieved July14, 2010, from: http://www.cal.org/resources/digest/digest_pdfs/Instructed

Allowing children to use the information they have learnt to go away and explore for themselves both individually and with peers is a crucial part of the English classroom. The ability to adapt this resource easily, if necessary, is supportive of the view that, ‘technology is inclusive, in that information can be presented in a variety of ways according to the size of the audience and the special needs of particular individuals’ (2013, p233, Waugh and Jolliffe). This resource can be adapted to both the teachers and the children’s requirements as it can be taught either as the lesson plans depict (See Appendix A, B, C and D for full lesson plans) or as the teacher sees appropriate.

This paper is going to introduce the topic in three aspects. In the first part, the literature review will include the interaction with the parents, the teachers and peers respectively. The second part is the implications of the int... ... middle of paper ... ...e language proficiency of pre-school children. The previous researches show that through interaction with parents, especially mothers, teachers and peers, the grammar, semantics and lexis of the L2 have been improved in certain degree. Given the positive effect of the interaction to the language proficiency, parents and teachers should apply the interaction skills in teaching the young children L2.

In the study of Frederiksen (2014a) the result shows that respondents wanted to establish interest in learning English to their pupils by drilling them with vocabulary, game exercises, reading text and speaking interaction. These learners were just beginners so repetition is important in learning the target language. Harmer (2007) states that imitating the words help the learners transfer knowledge. When the learner relates the function and form then the learner have the better chance to remember these