Oxford: Peter Lang. Muñoz, C. (2006). Age and the rate of foreign language learning.Clevedon [England: Multilingual Matters. Murcia, M. (2001).Teaching English as a second or foreign language (3rd ed.). Boston: Heinle&Heinle.
Works Cited 1-Lindsay,C & Knight,P. (2006)learning and teaching English. 1st addition.Great Clarendon Street:Oxford. 2-Curran,C. (2007) community language learning.
(2005) Curriculum Essentials. A Resource for Educators. (2nd Ed). Retrieved from: http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60261633.pdf
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.
In other words, it is essential to establish clear aims and contents and to arrange any aids or materials required for the class, but we need to be ready to modify the original plan on the spot if necessary. Having considered this first idea, this part of the essay will analyse the rationale on which the lesson is based. Lesson 1: Describing objects. This lesson is set to help students describe objects in English when they do not know or do not remember the name of the item given. In my opinion, this is a valuable skill that benefits both natives and second language (L2) users, particularly when the students live in an English speaking country where they often need to request objects without knowing its name.
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. The goal is to create students that are active members of their education, students that can take part in their learning and become influential members of our society. Works Cited English Learning Area. (2006, 1 10). Critical literacy.
This idea is expressed best through scaffolded instruction. Instructional scaffolding provides students with a broad-base of support from which to launch their learning. Scaffolding is included in the most basic lesson plans, where teachers are encouraged to provide checklists and supplemental materials for their students to periodically assess their progress through a unit. In Deep Scaffolding: Enhancing the Reading Experiences of English Language Learners, Clara Brown and Amy Broemmel argue that those traditional scaffolding methods are insufficient for the needs of students. They propose a system of deep scaffolding, where Teachers must both increase the amount of scaffolding support offered to students and keenly focus on the meaningfulness of that scaffolding.
Planning Creative Literacy Lessons. London: David Fulton. ebook Letters and Sounds (2011), Web: http://www.letters-and-sounds.com/phase-1.html accessed 15/12/2013 Medwell, J et al (2012), Primary English: Teaching Theory and Practice. 6th Ed. London: Sage/Learning Matters Rose, J (2006), Rose Review, Web: http://www.literacytrust.org.uk/assets/0000/1175/Rose_Review.pdf, accessed 15/12/2013 Sprenger, M. (2013).
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Individual differences in the lexical development of French-English bilingual children. International Journal of Bilingual Education and Bilingualism, 11(5), 598-618. doi:10.2167/beb478.0 Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. Google Books. Retrieved April 14, 2011, from http://books.google.com/books?hl=en&lr=&id=fhnbMj597-4C&oi=fnd&pg=PP1&dq=second Kayser, H. (2004).