teaching English Language Learners (ELLs). I analyzed two available solutions: the scaffolding teaching method and the differentiated instruction teaching method. I evaluated both teaching methods based on the flexibility in regards to allowing students’ needs to be met, ease of implementation of each teaching strategy into the classroom, and effectiveness of how of each method helps the students learn and complete what is required of them. My research methodology began with researching who English Language
Kindergarten and First-Grade English Language Learners” by Cheri Williams and Paola Pilonieta. It was published in 2012 in the journal of Early Childhood Education. The main focus of this article, was to show how it is important to use interactive writing as a scaffolding technique for young English Language Learners. The focus of this article is to express the importance of teaching interactive writing, especially with young English language learners. Interactive writing is a scaffolding technique that is
Pragmatic Philosophy of Second Language Acquisition Learning a second language is an issue of immense importance in our contemporary world. Knowledge of a second language enhances a person’s economic potential in the globalized marketplace. The ability to read, write, speak, and comprehend another language empowers an individual to exchange ideas across cultural and linguistic barriers. At the center of contemporary second language acquisition is the learning and teaching of English. Due to the legacy of
Sociocultural Theory and Second Language Learning “Language is the most pervasive and powerful cultural artefact that humans possess to mediate their connection to the world, to each other, and to themselves” [Lantolf & Thorne 2007:201]. The idea of mediation inherent in this notion of the language is a fundamental element of Sociocultural Theory [SCT], one of the most influential approaches to learning and mental development since the 1990s, drawing its origin from the work of soviet psychologist
ADOLESCENT LANGUAGE AND LITERACY DEVELOPMENT LESLEY CHU TSZ TING z5021045 Literacy acts as a very significant role in the out-of-school lives of adolescents. At the most elementary level, academics and policy makers have come to an agreement that the term “literacy” refers to the writing and reading of published texts. Nevertheless, to a more extensive extent, “literacy” at the present refers to even an artwork or a dance performance as a forms of a practice of literature. Hence, literacy
an approach to teach English language learners which integrates language and content instruction. To develop grade-level content area knowledge, academic skills, and increase English proficiency. Sheltered English Instruction has been used since the 1980’s, and the way the connection was made with English learners, was when students were considered “sheltered” because they studied in classes separate from “ the mainstream” and did not compete academically with native English speakers. Today the majority
such as how the learner responses to knowledge. Well known cognitivist Jean Piaget believed children took an active role in their education and became young scientists as they performed experiments, made observations and explored the world around them (Cherry, 2017). Piaget believed that children went through four different developmental stages, the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage. Children are active learners, but the
How children learn in my classroom Introduction The aims of this assignment are to demonstrate my understanding of learning theories and reflect on the way that children learn in my classroom in order to develop my own personal theory of learning. I teach English in a cram (tutoring) school which contains about twelve children per class and I also private tutor adults and children in Taiwan. My pupils’ ages range from eight years old to fifteen years old. Mandarin is the major language in Taiwan
Strategies for ELL Classrooms Angelica L. Tarver Grand Canyon University ESL – 223N SEI English Language Teaching: Foundations & Methodologies October 10, 2010 Abstract This paper takes a close look at various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction, scaffolding, and the transfer of cognate knowledge. It is imperative in the ELL classroom that comprehensible
is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one