Oral Proficiency In English

| Becoming fluent in reading of native language.Becoming fluent in writing of native language.Basic ability to transfer and record information in different ways.

Fluency- the interruption in flow of speaking, characterized by atypical rate, rhythm, and repetitions in sounds, syllables, words and phrases.

Listening plays a crucial role in our daily lives. People listen for various purposes such as entertainment, obtaining necessary information or academic purposes. Most of the people nowadays do not realize the significance of listening and they do not put concern on it. Listening plays a dominant role in second language instruction for several reasons (Rost, 1994). Listening at school covers up to many aspect. In education we can classify the purposes of language into two dimensions: the social dimension and the academic dimension (Cummins, 1981). It refers to the skills needed for social interactions involving language as Basic Interpersonal Communication Skills (BICS). They are listening

This artifact represents eleven methods helpful for developing student’s oral language skills. Components essential for developing language and literacy include practice speaking and writing formally, as well as reading and listening. Communication has five areas to oral language development including; vocabulary, syntax (grammar), morphological skills (meaning of words forms and parts), pragmatics (the social rules of communication), and phonological skills (rhymes and syllables). In this artifact I provide strategies for developing these skills emphasizing the need for students to talk more than the teacher, regardless of their skill level. Practice need not always be structured around a curriculum goal such as chemistry, it can be an activity that encourages an ELL student to tell about their favorite food, or their family, or a special tradition they have at home. Developing oral language is about having student practice. Having student’s write down their stories can help develop their literacy.

In the video, Dr. Jim Cummins discusses the three language proficiencies. Basic Interpersonal Communication Skills, these are the elementary skills of listening and speaking which are learned quickly by those language learners whose native language is similar to English. Discreet Language Skills focus on literacy, phonological, and grammatical language that students obtain from direct instruction. Cognitive Academic Language Proficiency refers to the student’s ability to use academic language when listening, talking, reading, and

English Language proficiency is the ability to speak and perform in English. This includes both conversational and academic purposes. I will use the charts to determine what level my students are on occurring to the proficiency levels and incorporate what they already know with what they content they still need to learn. The charts also provide a starting point and allow educators to make goals for each student. For example, if one student is at the starting level at the beginning of the year and by the middle of the year their goal is to reach the developing level.

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 fluency summary “is useful for screening and monitoring students’ progress [in fluency]” (Lipson & Wixson, 2013, p. 469).

Literacy is control of secondary use of language. It can be seen as being able to apply language to “use”, “function” and “control”. We all use language everyday; however literacy is the act of applying our knowledge of language. We use language to produce a range of modes for different purposes and audiences. Literacy is used to develop language and use it, for practical and purposeful situations and work. There is little use for possessing the knowledge of language if we cannot use and apply it in our everyday lives to gain knowledge and understanding (Kervin 2010).

Listening, which is simply the understanding of the spoken language, is another vital part of language arts (Roe & Ross, 2006). This skill is a receptive skill and is quite often not given enough attention in a classroom setting

necessity that speaking and listening ought to be solidly laid during the formative years of the learners.

Historically, listening and reading skills have received less attention in language teaching than have the productive skills of

Listening and speaking must work in tandem for effective cross cultural communication. Speaking well is not about accent, use of grammar and vocabulary or having the gift

Listening is one of the important skills among three other English skills; reading, writing and speaking. Listening play significant role in language development. Listening is the ability to hear and understand what other people say. It is also the basic skill that we have in learning language because we listen before we speak. Just take the example of the babies. Before they can talk with their parents, they only give signs when they want to communicate with them by crying. They only listen to the speech or sounds that close to them. By the time, they gain all of knowledge and information from the people near them. Then, they start to imitate and try to speak. Of course, this takes time, the babies cannot talk directly when they listen to the language. So, this is the same as the learners who try to learn English as a second language. Especially in listening ability. Listening is a receptive skill because the learners do not need to produce the language. They only receive and try to understand the language. Receptive

Listening can be described as children’s first contact with language and also provides the basis for other language forms. It is seen as the most used of the language forms and is called the “orphan” of all the language forms. One of the important aspects of listening in the second language classroom is the input it provides for the learner. It is believed that learning cannot begin if input is not understood at the correct level.