1. What challenges is Moises facing? Please use two examples from the film as evidence. There are many challenges that Moises faces. One problem he faces is with affective filter. When the teacher begins explaining directions for the day, Moises cannot “hear” the correct information because his brain is overloaded with the English information; Moises has subconsciously raised an affective filter and formed a “mental block.” According to Stephen Krashen’s Theory of Second Language Acquisition, in order to learn a second language at a faster rate, the affective filter must be low, so that the student will be prepared to learn the information (Schutz, 2005). Another challenge Moises encounters is language barrier. He knows the correct answer but cannot say it in English. His teacher is giving all directions and information verbally, she does not rephrase questions when Moises is not understanding, and she does not use simple phrases or pictures to convey meaning. Another issue is that Moises’ teacher …show more content…
He wants to learn, is tenacious, self-advocates, and has a supportive group of family and friends. He shows that he is eager to learn, by working through a problem even when it makes no sense. For example, the homophone mix confusion: he is supposed to be understanding how many street “blocks” are used in the math problem and instead, Moises is thinking of building blocks. Later in the video, Moises self-advocates by asking his teacher for his test in Spanish and by asking the girl in his class what they are currently working on during the lesson. It is obvious that Moises’ family cares for him and are eager for him to learn and take his “first test in the United States” (Mediathatmatters, 2009). Similarly, his friend Luis, is continuously trying to reassure Moises that he is doing the right thing by focusing on his education. He does so when they are on the playground together and again while Moises is taking the
In his poverty, José learns basic education, but also about the society he lives in. His school in Petit-Bourg is with other kids who have the same lifestyle as he does. José receives his elementary education in Petit-Bourg. His path of education starts at this school and José thrives and forms a good relationship with his teacher, Mr. Roc. “Mr. Roc told me all of that without betraying any emotion[. . .]which I could sense a feeling of anticipated joy”(119). Mr. Roc sees José’s potential and works with him so he can pass the Scholarship Examination and go to
In the story “Seventh Grade,” the main character, Victor, learns a lot a lessons throughout his embarrassing moments. An example in paragraph twenty-four is the teacher asked Victor to give an example of a person, and Victor respond and said,”Teresa!” “Some of the girls giggled. They knew that Victor had a crush on Teresa. Then he felt himself blushing again.”(Seventh Grade) Victor now knows that when the teacher asks a question, Victor knows not to raise his hand and reply something involving Teresa. Another example when he embarrassed himself is when “Mr. Bueller asked if anyone knew French. esa.When he said that, Victor raised his hand, wanting to impress Teresa.”(Seventh Grade) “The teacher beamed and said, “Très bien. Parlez-vous français?”
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
The first principle Professor Ellis talks about is, “instruction needs to ensure that learners develop a rich repertoire of formulaic expressions and a rule base competence.” Here is where Professor Ellis talked about the Natives who use larger number of formulaic expression more than SLA. He also went on to explain how rote learned materials were internaliz...
English students apply BICS when they are, for example, on the playground, at the dentist's office, in a bus station, at parties, talking on the phone and so many other day-to-day social interactions with other people. BICS usually takes place in social interactions which are usually context-embedded and meaningful. As a result, they are not very demanding cognitively. The language used in these situations is not technical or very specialized. BICS skills usually develop within six months to two years after the first exposure to English as the students’ L2 or L3. BICS include known ideas, vocabulary, syntax and aspects of daily routine communication mainly the informal aspects which do not require a high degree of cognition such as naming objects and actions, negation, rejection and so forth. CALP includes listening, speaking, reading, and writing about subject area content material. CALP is essential for students to succeed in school. CALP develops through social interaction from birth but separates from BICS after starting school. CALP is specific to the social context of schooling. Academic language acquisition does not just contribute to the understanding of technical vocabulary of a specific content area. It includes skills such as comparing, classifying, synthesizing, evaluating, and inferring. Academic language tasks are context reduced and as a student gets older, the context of academic tasks becomes more and more reduced. The language also becomes more cognitively demanding as more new ideas, concepts and language are presented to the students at the same time (Cummins, 1981b).
One way Francisco struggles in his new life is that he and his family cannot speak English. In paragraph 11 Miss Scalapino is speaking to the class and Francisco can’t understand a thing. In paragraph
Intercultural barriers include ethnocentrism, stereotypes, interpretation of time or chronemics, personal space requirements or proxemics, body language or kinesics, and translation limitations. Approaches for overcoming these obstacles include learn about the other
In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001). Thornbury (2010) listed a set of arguments against using L1 in L2 classrooms mainly for that the translation of L2 into another language will play negative effects on students’ learning process. He pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning. Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings. Some argue that the use of translation to convey the meaning of the TL is more efficient and more memorable. However, Thornbury (2010) sees the opposite. He stated that the simple and direct way of translation will make L2 knowledge less memorable since the process lacks mental efforts in working out meanings.
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
struggle of learning a new language and all of the little things incorporated with learning a new
In addition to that, the writer will discuss the fact of neutral learning and language acquisition and finally how to engage brain-based learning approach to develop the process of second language learning.
Language and culture challenge : There were also language and cultural challenge faced as there were people from different countries who had come together to work on this project.
The behavioural approach is closely linked to behaviour psychology and guides the individual towards learning a language through direct interaction which people who speak the language. The natural behaviour of learning a language is linked to first listening to the language before gradually beginning to pick works, building sentences and eventually attempting conversation (Littlewood 2002). This requires for there to be a positive stimulus which keeps presenting the learning with opportunities to hear words, learn them and reply. It’s also the responsibility of the tutor of stimulator to re-enforce the individual confidence through encouragement, acknowledgement and polite corrections. The tutor or stimulus is a very important aspect linked to learning a second language but it’s also important to remember the individual must be able to bond with the educator to secure the required response while
Language acquisition requires meaningful interaction in the target language with natural communication while children are acquiring the foreign language. Children usually concerned with message which they are conveying and understand not with the form of utterances. These utterances are initiated by the acquired systems and the fluency of language is based on what we have ‘picked up’ through active communication. Both formal knowledge and conscious learning of the second language learning may be alternate to the output of the system, sometimes before and sometimes after the