Incorporating Nonlinguistic Cues into ELL Instruction Communicating what we want to say, how we want to say it is the goal of expressing ourselves linguistically. For English Language Learners (and their teachers), the ability to do that successfully in their new language presents a challenge. In the content areas of instruction, it is especially important to draw out the information that a student already knows in their native language – even when they do not have the linguistic ability to express themselves in English – in order to assess their level of understanding and engage prior knowledge. Using non-linguistic representations provides a way of bridging that gap between actual understanding and the ability to express that understanding for English Language Learners. For teachers, non-linguistic cues or representations are an effective alternative method in the process of delivering language and content instruction.
Retrieved from http://www-distance.syr.edu/sdlindex.html Brookfield, S. D. (1986). Understanding and Facilitating Adult Learning. San Francisco: Jossey-Bass. Elias, J. L. (1979). Andragogy revisited.
That feeling, when the 'cog wheels' where in the perfect position, was what made me want to be a teacher. This is also applicable to language teaching, as Brown (2007) states that it builds “intrinsic motivation by allowing students to discover rules rather than being told them” (p. 423). For an effective classroom, the teaching of grammar and vocabulary must be adjustable, organic and chiefly; awareness amongst educators of new pedagogy research and not to simply do as it always has been done. Works Cited david nunan skolverket brown
Methodological Eclecticism in Teaching English as a Foreign Language "Eclectic", remarks Atkinson (1988, p. 42), "is one of the buzz words in TEFL at present, in part due to the realization that for the foreseeable future good language teaching is likely to continue to be based more on common sense, insights drawn from classroom experience, informed discussion among teachers, etc., than on any monolithic model of second language acquisition or all-embracing theory of learning . . . ". One problem with this position is that your "common sense" and your "insights" are apt to be different from mine.
The ability to read in a second language is considered to be an essential skill for academic learners, and it paves the way for independent language learning (Dolehanty, 2008). Reader`s responsibility is not just having oral proficiency, looking at graphic symbols from left to right and decoding the printed symbols on a page, but they are also expected to derive meaning from the written text (Novak & Gowin, 1984). The ability to comprehend the text is to create meaning (Pressley, 2000) which in turn requires readers to make connections between new and known information (Pearson, Roehler, Dole, & Duffy, 1992; Pressley, 2000). This perspective runs counter to rote learning where no effort is done for making this connection (Ausuble, 1968; Mintzes, Wandersee, & Novak, 2000). In addition, this points to the interactive nature of reading where the reader reconstructs the author`s intended meaning by activating previous knowledge (Grabe, 1991).
New York: Newbury House. Richards, J.C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. New York: Cambridge University Press. Schmitt, N. (2000) Vocabulary in Language Teaching.
To assure a complete coherence among theories and concepts in order to carry out this research project, it is necessary to have a theoretical support on the following constructs: collaborative writing, the computer - assisted language learning (CALL) which deals with constructivism theory and collaborative work. Also, the use of chat in language teaching, and teaching English with technology to adult learners. These constructs will give a clear justification of what it is expected to demonstrate through the action research project. The main purpose of this project is to put into evidence the effectiveness of applying and implementing technology “chat” in the English classroom. Collaborative Writing: Good writing skills are essential for effective communication.
Teacher Learning in Language Teaching.Cambridge: Cambridge University Press. Green, T. F. (1971). The activities of teaching. New York, NY: McGraw Hill. Hsieh, H. (2002).
2. Key issues in EAP 2.1. Linguistic Features The primary aim of any ESP course is to answer the question “why do the learners need to learn the foreign language”? This means the focal emphasis is on helping the learners to communicate accurately and precisely. Therefore, ESP adapts elements from other approaches as a foundation for its own methods and techniques.
Do these texts have the potential to be authentic enough for standard language use? Can these texts allow students to be more active and confident in their English proficiency and self-development? What problems can occur if the mock prospectus is implicated? The main theory used in this study will be Krashen’s Input Hypothesis; the ‘i’ as the students’ familiarity with the stories and the +1 as the target language acquired. Teachers must provide students with opportunities to use meaningful language and, allow for immediate corrective feedback.