Celta - Focus on the Learner

If your students are English learners, learn a few key phrases in their native languages to model that it is acceptable to struggle with pronunciation and language learning.

8.2 ALL receptive and/or expressive language weaknesses are identified. More than three strategies to enhance language are listed.

“The History of the English Language”. http://www.uni-due.de/SHE/. Univ. of Duisburg Essen. April 2013. Web 4 Oct. 2013.

However, she still omitts articles in her speech (e.g: I don’t have boss. / I’m Biologist), and uses “ have” instead of “There is” (e.g.: Have a Science Museum in the city.) , both mistakes are made due to L1 interference. In Portuguese, as in the

The assessment evaluated above was used in a 5th grade language arts class where students were assessed on their understanding and application of the eight parts of speech. The students had to know the eight parts of speech to answer every question correctly. The assessment was taken by 17 regular 5th grader students, 2 ESOL and one ESE. Proper accommodation was given for ESOL students and ESE student, such as extended time to complete the test. From the 20 students taking the assessment, 9 students were girls and 11 students were boys. The assessment has a high validity, for the questions are intended for students to identify the proper part of speech in each sentence.

On the articulation subtest of the DEAP X produced errors /ϴ/→ /f/, /ð/ → /d/ in all positions, as well as /k/→ /t/ and /g/→ /d/ in initial position. She also produced /ts/ → /tʃ/ in the final position of a word. X produced lateralizations of /ʃ/ and /s/ in all positions. The phonology subtest assess phonological processes in both single words and connected speech. On the phonology subtest she demonstrated fronting of /k/→ /t/ in initial position and blends. The single word-connected speech subtest indicated inconsistent errors when fronting /t/→ /k/. The scores based on the three subtests indicate the client produces distortions of /s/ and /sh/, as well as typical simplifications for /k/, /g/, /ϴ/, and /ð/

Fromkin, Victoria & Rodman, Robert. An Introduction to Language, 6th edition. Orlando, Florida: Harcourt Brace, 1998

The student’s main strength is that she is not afraid of speaking and making mistakes. Being an elementary level student, she makes regular mistakes corresponding both to the level and to being a Russian language speaker (Learner English, Swan, M and Smith, M CUP).

In Malaysia, English language is stereotypically considered as a person’s second or third language. Majority of Malaysians’ native language is Malay for Malays, Tamil for Indians, Mandarin for Chinese or colloquial dialects for those from rural areas. In this paper, I would reflect on my English language learning experiences.

Hi Wanda, I am enrolled in this class to enhance and increase my communication skills. Living in this society, and having very important responsibilities at home, in the workplace and while attending college make communication a necessity skill in my life. Our textbook states that “You should think critically about all elements of the rhetorical situations-sender, message, medium, receiver, and context” (The College Writer, 4th edition, 2012, Boston: Cengage Learning). When individuals use these critical thinking skills communication will become easier and reading ((The College Writer, 4th edition, 2012, Boston: Cengage Learning).

With the already high-impact pressures that are put on students in education these days, difficulties in speech and language only escalate their stress. Due to the progress made in technology though, several of these children can adapt to their educational environments smoothly and without concern.

My strengths include not interrupting the speaker, maintaining eye contact to show I am actively listening, and being able to think critically about complex topics. Not interrupting a speaker and maintaining eye contact are skills I acquired early in my career to display my engagement and respect for the speaker. Understanding complex topics is something I continually learn how to do. This is aided by conceptualizing detailed knowledge and constantly learning more in the areas related to my field. My main weaknesses are the following. I don’t paraphrase the message to ensure I comprehend it. Typically, halfway through a presentation or meeting I have already formed my judgements of the speaker and the content. Often, I become distracted by a single point mentioned and am unable to identify all of a speaker’s main points. Now that I have identified my primary weaknesses, I can begin to improve upon them by altering my

Students may have pronunciation difficulties with linking of ‘should go’ / / as the vowel sound turns from strong to weak when linked to other words. (Ph)

Specification – Edexcel IGCSE in - Exemplar Coursework Edexcel IGCSE EnglishEnglish Language (Specification A) (4EA0) – Issue 1 – September 2008 © Edexcel Limited 2008

Nazir has kindly volunteered for this piece of work. He is a native of Syria who was born in the capital Damascus. His mother tongue is Arabic and he is studying English at South Thames College on the Upper Intermediate level. He currently performs in the top half of the class according to his own assessment with which I tend to concur.