Language is used to communicate with others and is essentially human, but not limited to only human beings. As individuals learn English as their Second Language, they learn that language is acquired by all kinds of people in the same way. Mostly children can adapt and/or learn a foreign language better than adults due to children developing language and skills spontaneously (Honigsfield, 2009). Second language learners have variables such as memory, perception, acquisition, conscious and subconscious learning styles, and recall. Even though, second language learners have those instilled variables, it is imperative for the teachers to guide learning and set the conditions of learning.
Students This study is expected to give students an awareness of increasing their language acquisition by using code switching. 2. Teacher This study is expected to give teachers an input concerned with the implementation of code switching in teachig English as foreign language. 3. School Giving contribution of developing the teaching learning process especially about the use of code switching.
He believes that through a multidimensional model of dialogue, some exercises can be developed and implemented in the classroom to lead these second language learners to role play in simulated natural setting while acquiring knowledge of the grammatical structure of English. The author points out three main ways to incorporate role-playing in the classroom; social, emotive, and maturational. What he means by this is that as English learners children must also learn the many different roles they will come across once they are ‘mainstreamed’. A social role for example would be that of vendor/customer, employer/employee, or taxi driver/customer, just to name a few. An example of an emotive role would be that of a friend or rival, a role that could potentially be sensitive or touchy.
In the ELL classroom, several effective methods will promote and foster English acquisition, include modeling, rate of speech and wait time, use of nonlinguistic cues, giving instructions, and encouraging development of L1. Modeling promotes learning and motivation by developing self-confidence. It helps them “believe that they too, will be successful if they follow the same behavioral sequence.” (CITE p. 10- 29). Modeling is one way for teachers to provide students with comprehensible input in order to help students process content more “deeply and comprehensively” (CITE p. 10- 30). Teachers should model... ... middle of paper ... ... grammatical errors.
Explicit instruction is specifically ... ... middle of paper ... ... ideas, and keeping all information easily organized for students. Monitor the cognitive progress by creating accurate duration times for activities, making sure students are on track, and keeping an eye open for the need to backtrack, revise meaning, analyzing information and delving deeper into the material in order to help students more accurately understand. Evaluate by reviewing material, asking students questions, and analyzing assessments to be sure of student accomplishment. According to Moore-Harris (2005) English language learners that are still learning the English level at an academic level benefit greatly by integrating vocabulary and grammatical ideas while concurrently building on mathematical concepts by using lessons intefrated with concrete objects, manipulative, graphics, and activities that can be hands on to help visually reinforce learning.
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).
Phonics is an important part of the school’s curriculum. Converting letters to recognizable print can be taught through phonics instruction and can lead to students comprehending the meaning of text. Phonics is an approach in which children are taught to decode words by using and applying their knowledge of the relationship between letters and individual sounds to read. In planning phonics instruction you will have to decide among several forms of phonics instruction. All the approaches include instruction in letter-sound relationships but vary in the explicitness of the instruction and how organized the process is in determining the sequence of instruction.
Another connection is the idea that students can use background knowledge and combine it with what they are learning to gain new knowledge and understanding. The relation that critical literacy and content literacy have to the constructivist method is another theoretical connection. In the constructivist method, the roles of students and teachers change compared to their roles in the traditional method of learning. In the traditional model, the teacher is the expert who gives the students all the ... ... middle of paper ... ...nformation. Critical literacy and content area literacy theoretical connections revolve around the ideas that students must learn to not only comprehend text but also be able to analyze and evaluate it.
This is evident for English as an additional language (EALD) learners who struggle to communicate in a traditional sense. Multimodal literacy offers EALD students different pathways for learning, and gives these students an alternative way to participate in the classroom. This allows teachers to identify EALD students strengths,
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).