Edu-230 Teaching Strategies in Second Language Acquisition for English Language Learners

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

The student is also within the range of having typical language development for the student speaks clearly and is fluent, along with having a long and strong sentence when discussing information. Therefore, the student within their stage of language development is capable of learning receptive and expressive strategies to gear towards of being a non-atypical child. For there many different strategies to help build a student’s ability to transfer from an atypical language student to a typical language

Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

The second portion of the article is all about the stages of second language acquisition of which there are 5. In order from low level of linguistic proficiency to high level of language proficiency the five levels – as stated by the article- are: Silent/Receptive/Pre-productive, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency. The article goes on to

Growing up in an incredibly diverse area, I completely overestimate the availability of ESL (English as a second language) and ELL teachers. Because all ELL students do not have access to such help, educators can do well to make a personal effort to reach out to their ELL students. By making a personal effort to connect with ELL students, educators can better understand how to help them get the most out of their education. Giving them special attention will not only help them succeed but also make them feel more comfortable and welcome. Educators could go above and beyond by making special copies of homework assignments for students that feature both English and the students first language. This way they will no doubt understand what is being asked of them, but also learn new words at the same time! Another way educators could show a personal effort could be by making time to work with the students outside of classroom time, further explaining anything that was taught

Therefore, today’s average student often spends little to no time to articulate ideas in the right words. It is crucial in my opinion to learn basic articulating skills at a young age as this will form a healthy habit in the near future. Beginning of kindergarten till the last year of high school, students learn the basics of literacy but are unable to appropriately structure sentences that are

The purpose of this observation was to observe how elementary students learn with a focus on conditional conditioning, operant conditioning, the social learning theory, as well as phonemes, morphemes, and syntax. The observation took place at Karaffa Elementary School on March 29, 2017 and March 30, 2017. There were 3 groups of students from the Psychology class going to observe 3 different classes at KES. The observation on this date was in Mrs. Donnelly’s classroom at around 1:00 pm. The subject that was chosen to be observed was a female who was in the 2nd grade. Both days of observation consisted of the same topic which was telling time. In the next paragraph, the description of the subject and the classroom will be discussed.

Literature review This section will provide background into the demotivation towards language learning in secondary schools, the importance of acquiring a second language for career purposes, and the effectiveness of interventions in raising attainment, closing the gap and boosting motivation. Other aspects such as policy, theory and good practice will also be examined.

Syntax acquisition refers to the ability to organize and structure the sentence components. A child acquires this ability at the age of 18 months. At this age, a child has the capacity to put single words together to form a two-word sentence . This ability is enhanced by how much its primary caregivers socialize a child. Moreover, semantic is concerned with the use of right words within the right context so that the expression can make sense. During the phonological stage, children tend to overuse few vocabularies they possess to refer to numerous objects than it is reasonable. Some linguists hold that children utilize these words judging from similarities of sound, shape, and size. However, as a child interacts more with the language, he/she

Definitions and Classifications of Language Learning Strategies “Strategy”, from the ancient Greek term strategia, refers to generalship or the art of war. In a more specific sense, strategy entails the optimal management of troops, ships or aircraft in a planned campaign. “Tactics” is different but related to strategies, which are tools to achieve the success of strategies. Moreover, the two expressions share some basic concepts: planning, competition, conscious manipulation and movement toward a goal. In nonmilitary settings, the concept of strategy has been applied to the non-adversarial situations, where it has come to mean a plan, step or an action is taken for achieving a specific objective (Oxford, 1990). Oxford (1990) stated 第二期（2007 年 3 月） 238 that strategies are particularly important for language learning “because they are tools for active, self-directed involvement, which is essential for developing communicative competence” (p.1). Because of its significance, learning strategies have been extensively employed in the educational field. In defining the language learning strategy, “different researchers use different terms and different concepts” (Oxford & Crookall, 1989, p.414); therefore, a great number of researchers have formulated their own definitions which will be discussed in the followings. Schemeck (1988) stated, strategy is “the implementation of a set of procedures (tactics) for accomplishing something” and learning strategy is “a

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Students who are coming from other countries and are forced to adapt at a young age to a completely new culture are under an immense amount of stress. To throw these students into classrooms with fluent speakers with teachers who may not know their mother tongue, nor have the time to teach them English will only have negative effects in their development. The best way to support language acquisition in young students is to create a supportive environment where they can focus on learning the language and not the stress of not knowing

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)