Under the Civil Rights Act, schools are responsible for ensuring that all students receive equal access to education, including English Language Learners (ELLs). Merely, providing the same educational resources for all students does not constitute educational equality. Students such as ELLs, need an English Language Development (ELD) program that accommodates their specific language needs in order to legitimately offer equal educational opportunities. Based on research findings, districts need to
As a student teacher, I find it extremely important to learn and reflect on language acquisition theories made by many different theorist. As New Zealand is becoming more and more culturally and ethnically diverse (Stats NZ, 2013). This means classrooms will be more diverse. Hence it is important to have knowledge pedagogically on how teacher deliver a second language lesson and how to support ESOL students. Looking at Krashen’s theory, it is broken down into five hypothesis. Acquisition/learning
including diagrams, illustrated books, overhead transparencies, videos hand outs and flip charts. In the classroom, a visual learner can often prefer to take detailed notes to absorb information. An auditory learner may learn through suing listening skills and may learn bets by verbal lectures, talking things through and listening to what their peers or other may have to day, and discussions. These learners interpret the underlying meanings of speech through listening to voice, and the tone of voice
what is being asked of them. This process is an extension of Cummins (1984) who defines secondary language acquisition through Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). While many of my students have been reclassified and appear to have strong BICS, they have a difficult time with the less common and more complex CALP language that is required to be successful in school. By giving written and oral instructions, students are able to develop an
comes from the interaction between the speaker and the listener naturally. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act (Krashen, 2007). Krashen believes motivation, self-confidence, and anxiety are factors that create either success or lack of success in the acquisition of a language. Walqui, on the other hand, believes second language development is a
intimidating. She also mentions incorporating multicultural education in the curriculum. Another strategy that she uses for effective teaching is using visuals. “Visuals can help drive a point home.” When students are able to visualize new words or skills it is much easier for them to remember. The way an ELL teacher listens and speaks also plays a vital role during instruction. “Speaking slowly, distinctly, using key terms allows students to understand better.” She uses short sentences and slows
Bibliography………………………………………………………………………….12 In the world of English teaching, each new approach that arises is considered innovative and offers new solutions to the problems its predecessor could not solve. Nowadays, the Communicative Language Teaching (CLT) is the most common approach used in the world; however, there are certain aspects that could be improved such as disposable content, the lack of functional logic and conceptual continuity. These weak points have caused the
I believe that when I learnt Spanish for GCSE I was at the BICS level because although I learnt Spanish for five years I only managed conversational fluency, I did not reach the level of CALP which requires academic understanding. I also learnt German for three years sadly I have forgotten most of what I learnt; this could be because I never reached the BICS level meaning I did not have conversational fluency. During my block school
access information in the target language provides the students with real world activities and exposes them to the target language. This allows the student to be immersed in the language for short periods of time in order to practice the required skills or specific domains. When computers and various technologies are utilized to research relevant topic in the target language, the student is able to incorporate several goals within the assignment creating stronger mental bonds to the acquired language
Factors Affecting the Second Language Learners' Fluency. Although oral proficiency is a central goal of the language teaching, too little attention has been paid to the complex of factors that underlie the fluent of speech. This problem may encounter most second language teachers and learners. I have chosen to write about factors affecting the second language learners' fluency (SLLF) in order to increase teachers' awareness about these factors and to enable teachers to improve second language learners'