Examples Of Myth Vs Reality

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Myth vs. Reality Paper
It is a common misconception to believe that once a student demonstrates the ability to speak a second language fluently, their struggles in school will have ended (Samway & McKeon, 2007). A students ability to speak fluently, particularly in a social setting does not guarantee that the student will have properly developed the ability to use language in an academic environment (Samway & McKeon, 2007).
To further debunk this myth let us begin by recognizing that there is a clear distinction between academic and social language. Academic language is primarily used in the school environment. For example, it tends to be used in textbooks, assignments in the form of essays, presentations and assessments (Breiseth, 2017). Academic language proficiency is obtained when the student is able to properly use formal language skills and cognitively complex functions (“Chapter 4: Content and Language Objectives,” n.d.). Academic language is primarily written
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This form of language is informal. In school grounds it tends to be used in the hallway, athletic events and mainly with friends (“Chapter 4: Content and Language Objectives,” n.d.). Social language is characterized by being of typical oral, daily and in person interactions with short, simple sentences (“Chapter 4: Content and Language Objectives,” n.d.). Additionally, it takes between 5 to 10 years to become proficient in the academic language whereas it takes 6 months to two years to become proficient in the social language (“Chapter 4: Content and Language Objectives,” n.d.). With this in mind ELLs evidently acquire social and academic language proficiency at different rates (Cummins, 1999). Thus an ELL student who is able to speak fluently but continues to experience challenges in school has achieved social language proficiency but not academic language
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