Key Features of AL and CLT Approach

The learning provisions for development in literacy are extremely important and can be reached by using their language skills. They learn to communicate with others through three main ways: they are Speaking, Reading and Writing. These three areas interact with each other and develop the Childs self-expression and imagination. They must be given the opportunity within all different subject areas to use and extend their language so that their thinking skills progress to a higher level.

As communication is a key element in my field, the necessity for them to develop excellent Language skills is key, as it also requires preparation, as elements of clear enunciation, focusing and the design of presentations are usually present in most of the courses within this field.

1) 1.1 Effective communication is important in developing positive relationships with children, young people and adults in all walks of life and at any age whether it be with relatives, friends, neighbours, colleagues, associates or even total strangers. Also, effective language skills are essential for children to access the curriculum. In the classroom, spoken language is the main way that teachers teach and children learn. Therefore if the skill of communicating in an effective manner isn’t learned or grasped at an early age then it could lead to various complications in terms of interacting with other people, be it in the home or

1. How effective are CLT activities ( language games, role plays, problem-solving tasks, information gaps, and interviews) used in class on improving students’ communicative competence?

The English Curriculum (2014) values the position speaking, listening, reading and writing have as independent lessons. However, all four sectors combined are recognised as a positive developmental factor in the intellectual growth of students. It is expressed within the English curriculum how significant spoken language is; in relation to child development and also in terms of student’s progression throughout the wider curriculum. Researchers such as Owen and Burnett (2014) state that spoken language reinforces other key expertise such as reading and writing. Therefore, teachers must encourage continual development of student’s capabilities and confidence in relation to verbal language. This section of the assignment shall focus significantly

Learning a second language necessarily involves comparison with the learners’ first language, but the latter is generally perceived as causing ‘interference’ in the learning of the target language. So, students are taught to imitate, practice drills, and create speaking habits without addressing the larger complexities of language learning. In the language classroom, learners do not only learn about a culture but they try to understand themselves in relation to that culture. This process entails the transformational engagement of the learner in the act of learning. Students bring with them their own conceptions, misconceptions, experiences, feelings and understanding to the classroom, and as they interact with another culture, their views will continue to change and shape their learning as well as their identity. The diverse cultural understandings and experiences of the students are highly influential and therefore need to be taken into account.

The languages and skills learned will benefit them immensely in the future, but while conducting research about the success in learning a foreign language, I learned that a greater problem was the student’s engagement and motivation in learning a foreign language like Spanish. I started with a topic I found very interesting but soon realized there was an enormous problem in the process of getting to the success a foreign language brings. Student engagement and motivation in learning a foreign language then became the focus of my research and observations where I learned important tools I will take on in my future in teaching. Without the motivation and engagement a student has and is receiving by the instructor, the student won’t be exposed to the benefits of a foreign language.

Understanding BICs and CALPs is important for many different reasons. First BICs and CALPs divides the understanding of language into two different categories, each with their own components and sets of importance. There are many different processes ones goes through to learn a new language, and Cummins believe these processes are the same no matter what language one is attempting to speak. ELL learners will go through a

Key features of language include its words and their sub structures such as morphemes, graphemes and syllables at the writing level as well as reading or speaking, words, their meanings and contexts in which the words get spoken or read. Language has to be interpreted as a whole, and not just as the specific word. There must be an explicit pattern or structure. In order for language to be understood correctly, the meaning of words must be arranged in a given context. This is what constructs language; even though words are arbitrary themselves, in order to integrate as a language, they must be used in the appropriate context. This pre-established cultural context is what will enable effective communication. (Daniel Willingham, 2007, p. 1).

As communicative competence becomes a more focused goal for classrooms across the U.S., student progress in developing higher levels of proficiency becomes increasingly important. In order to prepare students adequately for the work force as well as post-secondary education, students need a long sequence of well-articulated language learning that begins in elementary school. If students are expected to be ready to use their languages for professional purposes upon entering the work force, they need to leave the K-12 educational system with an Advanced level of proficiency and the post-secondary world at the Superior level. Meeting these levels of proficiency requires that students begin early and continue in an extended sequence of language

The Communicative Approach emphasizes the ability to communicate the message in terms of its meaning, instead of concentrating exclusively on grammatical perfection or phonetics. Therefore, the understanding of the second language is evaluated in terms of how much the learners have developed their communicative abilities and competencies.

Munby (1981) develops an influential sociolinguistic model for defining the content of purpose-specific language programmes. His model can be used to specify valid ‘target situations’ (Jordan, 1997; West, 1994) that target communicative competence. A profile of communication needs is presented, comprised of communicative events (e.g. discussing everyday tasks and duties), purposive domain

Communication is the first and most accessible way to facilitate child’s language acquisition and increasing language vocabulary.

Despite a marked difference in terms of their level of proficiency in English, Rodi and Liam managed to develop the same level of proficiency (high level of proficiency) in using Indonesian language. From their reports, summarised in Table 1 above, it is quite obvious to see that social contexts where the language is learned constitutes a very important factor that helped both learners develop their proficiency. That is to say, the abundance of input available in the social settings helped them conceptualise the target language systems more easily and thus enable them to cope with producing output more effectively thereafter. Of course, the abundance of input available in the social setting is useless unless the learners make use of it, and such quality is what differentiates good from poor language learners (Rubin, 1975).

Through this paper, we can establish some connections between the basic principles of SLA and Artigal method because this new method of teaching is based in one way or another with basic principles of SLA. Vygotsky argued, "Learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90). In other words and according to Saul McLeod social learning tends to precede development. Thus, some researchers are working to showing how second language learners acquire language when they collaborate and interact with other speakers. For example, we can begin these connections with the category of vocabulary. Artigal method introduced new ideas and concepts to the students who acquire new vocabulary that helps in communication in class. Through the tales the students acquire