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).
As the limitation of the cognition and maturity, children learn language mostly from the outer environment stimulation created by their parents, educators and peers. The quality and quantity of language input, functioning as the stimulation, by interacting with the people around the children have a positive influence on children’s language learning (Bradley and Caldwell 1976; Clarke-Stewart 1973; McCartney 1984; and NICHD 2000). Therefore, it is beneficial for both parents and teachers to know how the interaction can improve the children’s English proficiency. Therefore, the purpose of this paper is to introduce the role of the interaction in early L2 development and the implication of the interaction of children in education. This paper is going to introduce the topic in three aspects.
CALLA is designed for limited Engl... ... middle of paper ... ...oach is used in all the content areas, and students work in cooperative, and language heterogeneous groups to promote language development, and content learning. This model focus on content learning, but using scaffolding techniques helps to promote language acquisition because students are exposed to the L2 in meaningful contexts. I think that the implementation of all these approaches is possible in my class because most of my students are language learners. So they need all the support in order to acquire the English language through content learning. If the students are motivated and engage in their learning, they can acquire the L2.
These effective instructional techniques will improve the learning of grammar for ELL students. It is important that we reach each and every student in our classroom, so being aware of the student needs and how to help them develop in the future is imperative. Not only are these strategies beneficial to English language learners it is also helpful for the regular classroom students.
Supporting Literacy and Language for English Language Learners Teachers have a diverse group of learners in a classroom. English Language Learners represent a rapidly growing number in preschool age children. The preschool teacher needs to nurture and provide culturally and linguistically support for them to succeed in literacy and language. It has been proven educators support English Language Learners to gain literacy and language knowledge by encouraging children’s home language, social interaction, guided dialogue, and direct instruction. These foundations and resources serve for making the connection with English literacy text, language, and develop academic strengths.
there is great expectation by the people from their children to speak good English at the primary level there is a need and pressure in the present scenario to make the best out of the lot in the competing environment to learn English both as a second language and a foreign language. Whatever the age, or level, learning English has become a necessity due to the competition in the society. Has learning English as second language become a methodology or a technological sophistication? Whatever it is there is a great significant difference in learning English both as a first language and second language. The present paper emphasizes the attitudinal challenge and the need for learning English as a second language in the changing scenario.
This leads into another aspect that phonics is not only important to develop the basic skill of relating sounds to letters but to help children read. The National Reading Panel (the NRP) found that phonics instruction helped children learn and improve other very important skills to help their reading. These other skills included decoding, reading pseudo-words, word identification, spelling, oral reading, comprehension, and general literacy (Garan, 2001). This is a topic that was discussed in the self study discussion in class. We believe that with the knowledge of phonics a child will be able to have greater fluency, better understanding, and increased vocabulary (these all being other self study topics).
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.
The author sates that for years, savvy teachers have been integrating the curriculum through differentiated learning to meet the needs of every child. He further states that there is greater availability of high-quality children’s literature since educationa... ... middle of paper ... ... The author believes that institutions can use many innovative techniques that will help students at different levels to meet learning standards while retaining their kid status. After reading this article, I had a clearer understanding as what differentiation entails. I have learnt that it is not merely giving students different activities, but actually knowing our students and identifying their knowledge and building on it based on their level and learning style.
Being literate sparks from the importance of immersing a child within a literate classroom. Goodwin (2011) states that ‘a literate classroom will be full of purposeful interaction between children and adults, where genuine conservations spark ideas and allow learners to work on understanding’ (p2). This indicates that a large contribution to the literate classroom is the ability for children to develop their speaking and listening with confidence. Goodwin develops the importance of a literate classroom in that, if children are confident and believe in themselves with regards to being readers and writers, then they shall read and write (p2, 2011). A crucial part of English is speaking, listening, reading and writing as a collective.