Language And Academic Development And The Effective Classroom Practices

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2. What was the background for the research study? That is, what previous knowledge did the author describe as a foundation for the study in the “review of related literature”? The background for the research study provided insight into the theoretical and pedagogical aspect of using native language (L1) with a focus on the aspects that most relate to adult ESL classes. The areas addressed were both the affective aspects of learning related to bilingualism and academic development and the effective classroom practices. Knowing that individuals organize and learn information by thinking and feeling, teachers need to keep in mind that the emotional self is a strong factor in learning. Native language is an important part of culture and creating opportunities for using L1 might be quite beneficial to learning the target language (TL), in this case English. The nature of bilingualism was addressed and as Huerta-Macias and Kephart cited Cook (1992), “learners cannot simply shut down their knowledge of one language when using the other.” Adults whose cognitive development exceeds their linguistic ability in the TL may find an English-only class frustrating. Another important element of the background research was the understanding that adults will learn English differently than students in a K-12 setting. For adults, language is best taught through content, as a tool for communicating and learning. Use of L1 in adult ESL classrooms serves multiple purposes, such as
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