Stephen Krashen's Theory Of The New Integrated Primary School Language Curriculum

Learning provision for literacy development is important for pupils for several reasons. When pupils are developing their language skills they are learning to communicate with others in a variety of ways through speaking reading and writing. The three areas of language interact with each other to promote the child’s self expression and imagination. Children need to be given opportunity’s to use and extend their language in all subject areas so they can develop higher level thinking. [ Louise burnham, Brenda Baker,2010,pg206]

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

* support structures for learning and language development at home and at school (NALDIC, 1999)

The article, Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners, explains to educators how to support the language development in young children who are learning English, how to incorporate Personalized Oral Language Learning (POLL) into the classroom, and how to be intentional about supporting the needs of the English language learners. The four individuals who wrote this article consult programs on dual language learners and have their masters or doctorates in education (Magruder, et al., 2013).

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

Misty Adoniou, associate professor in Language and Literacy, tutor’s schoolteachers on how to appropriately educate children when it comes to literacy and using distinctive languages. Adoniou’s reading “Improving kids’ literacy - a little knowledge can go a long way” is about informing teachers on how to accurately demonstrate the parts of learning and developing all the right reading and writing skills to be intellectual and socially capable, as language is used to communicate.

It is essential that teachers use a variety of strategies in their teaching, to ensure that EAL learners are being included into their mathematics lessons, at all times. Baker (2006) stresses, ‘BICS is said to occur when there are contextual supports and props for language delivery.’ (Baker, 2006, p.174) Therefore, non-verbal support by teachers can help to secure understanding for EAL learners, for example, using gestures with face and hands, or writing on PowerPoint and worksheets. The use of concrete rather than abstract starters, may allow EAL students greater access to the beginning of the lesson. E.g. matching words to pictures or grouping similar words. If language that is supported by contextual clues in the environment, helps the second language learner make meaning from the spoken, or written word, (Improving Second Language Education, 2011) then the use of objects, visual aids, such as a laminated pictures to signify different equipment or key words, such as mass, capacity at the very beginning of topic ‘measurement’ for example, pictures, charts and props should be utilized in

The first literacy unit EDC131 Language and Literacy for teachers, opened a greater way of thinking about language for me. It diversified my thinking, and the the way I looked at literacy by introducing multiliteracies, englishes, culture, and language development. In chapter one of the current text we take another look at the developmental process which is important to understand as a guide to assist teachers on students level of development. This guide is useful when assesing children and understanding a child's individual development. As a preservice teacher I have learnt the importance of considering all potential factors that may affect this development, during the first unit. Within chapter two, it refers again to these potential factors

Language can be both seen and heard, it can be written or spoken. Signs, body language, gestures and facial emotions are all visual forms of communication. Whilst, songs, groans and sighs are verbal forms. For many children, Jeanee Chall believes that they “will spend their first three years of school learning to read, and then they will start using reading to learn”. On Chall’s condition, this would signify that visual language has a great importance in a child’s life as it strengthens their ability to learn information beyond basic language and communication. In addition to Chall’s statement, authors behind the ‘Literacy and its Impact on Child’ article expressed the following, “Early education is the time in which young children develop

Language is the acquisition and implementation of rules that govern translation of thought into communication; whereas literacy is the ability to decipher said information. Language originally conveyed concrete ideas through the use of body language and symbols; however, the development of language, now, allows the use of abstract ideas. Language is shared through such ways as, written, graphic and spoken communication. Without correct understanding as to the rules of language, a person’s ability to be literate is diminished; therefore, a person can only be literate if the understand the rules. In the development of language, the rules were not written; yet, today, many of the rules are

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

There has always been a considerable debate over many of the developmental areas for early childhood, however throughout this essay it is going to discuss the roles of Nature versus Nurture in children’s language development. Language development can be understood by in which the way children will learn to communicate language in early childhood. Nature and nurture both play vital roles for learning language in young children, as it is fundamental skill to learn language. Thames and York’s (2004, p. 603) reference states there are a range of factors that are involved in developing literacy; suggesting that both nature and nurture contribute together in language development. To dig a little deeper, we need to understand that there are four main components to language development: Phonology, Syntax, Semantics and Pragmatics.

Language is a key part of any family, community, culture and the human race. Without language the world today would be much different. From cavemen, to the Egyptian use of hieroglyphics, to Old English, to more than 6,500 languages spoken around the world today, the advances that humans have made in language is remarkable and inspiring. The ability to speak, read, write and understand more than one language is also remarkable and expands the liberties in life, especially for young people. High school students should be required to take at least two years of a foreign language class in order to graduate, as many recent studies support the benefits of doing so. Students who have learned a foreign language in high school have proven to have a

Signs and symbols are the foundation of visual language, just as the alphabet is the foundation of written language.

One of the changes in the basic curriculum of education brought about by the new K + 12 program is the introduction of Mother Tongue – based