The Aplication of Community Language Learning in Teachjng Speaking

Language is the foundation for all academic and social skills and the basis for strong relationships with children

The student is also within the range of having typical language development for the student speaks clearly and is fluent, along with having a long and strong sentence when discussing information. Therefore, the student within their stage of language development is capable of learning receptive and expressive strategies to gear towards of being a non-atypical child. For there many different strategies to help build a student’s ability to transfer from an atypical language student to a typical language

Principle four,” Instruction needs to focus on developing implicit knowledge of the second language while not neglecting explicit knowledge.” Professor Ellis says, “Implicit

‘Language’ is the learning of words and the skills required to form coherent sentences. It can include the learning to be bilingual – speaking two languages, for example, a pupil in Wales may learn to speak Welsh as well as English, learning the “rules” involved with language, for example, when describing words like ‘talk’ in different tenses, presence tense would be ‘I was talking’, the past tense would be ‘I talked’ and the future tense would be ‘I am going to talk’.

Teachers can be trained to use basic counseling strategies that are relevant to the classroom.

Students have enough opportunities to practice the target language, in pairs, individually and as a whole class. They practice the language in speaking and written form.

This theory helps us understand learning because it explains how children development their language at such a high rate. It is also helpful because it lets educators know that challenging students above their level of knowledge is the best way to support students’ growth.

These students may find it very difficult to participate in English tasks and will quickly tire when constantly having to converse in English.

Guidelines to teaching a foreign language highlight all of these elements. Listening, reading, writing, and speaking are all taught and tested at beginner, intermediate, advanced, and superior levels so that these different learning methods are highlighted and executed at varying levels. Children also learn and are shown new ways of looking at the world through the varying strategies. In fact, correlation studies have shown that “students who have had several years of foreign language do better on SATs, particularly the verbal part” (WALKER). As root words, prefixes, suffixes, conjugation, and noun agreements are taught in new languages, it is easier to see connections to the structure of one’s first language. The knowledge of a language one is raised speaking and understanding is simply obtained through experience. However, learning a second language emphasizes the parts of language that come naturally in the first. It takes self-motivated work and dedication to learn a second language later in life, so the outcome of attaining a comprehensive grasp on a foreign language early on pays off in multiple ways.

Learning a new language can be difficult for anyone. It is especially difficult for students who are expected to learn a new culture and different subjects at the same time. The article this paper references discusses ways teachers can help their students learn a new language and the stages those students experience as they become proficient in their new language.

In the other hand, behaviorists view language as complex and leaned skill, much like playing piano and dancing. B.F. Skinner argued that language represents nothing more than chains of responses acquired through reinforcement. Putting differently, children learn though process of reinforcement. For example, baby babbles “mama” the mother happily reward the baby with a hug and kisses and eventually will push the baby to say “mama” more and more; due to these reward children are motivated to repeat the behavior, thereby shaping their language and ensuring their development. Children’s language is being built up, this describe a way in which children environmental experiences influence and improve their language skills. Also that’s why parents

Due to the ESOL population rapidly increasing within the public school population, teachers will encounter children speaking a home language other than English in nearly every classroom and we, as teachers must be adequately prepared to assist them in reaching their fullest potential. “Many students today struggle to meet high academic standards, but ELLs have the added complexity of having to learn and use high-level academic English as they study challenging content in a new language (Echevarria, 2008).” English Language Learners come from diverse backgrounds and enter our classrooms speaking numerous languages. In order to become well prepared to educate these students, the following domains must be concentrated on: Culture (Cross-Cultural Communications), Language and Literacy (Applied Linguistics), Methods of Teaching English to Speakers of Other Languages (ESOL), ESOL Curriculum and Materials Development, and Assessment (ESOL Testing and Evaluation). Putting these topics at the forefront is sure to assist all English Language Learners in reaching academic success.

Language is something that we need and use for everything in our lives. Language is, “a symbolic communication system that is learned instead of biologically inherited.” (O’Neil, 2006). Language is communication that is either written down or spoken in words or sentences. We need to have a good understanding of language to learn, work and for our normal lives. You need to know language to be able to communicate with other people. Language has structure and meaning, for example words and sentences. Language also had tone, pitch, pace and volume. There are several types of language, receptive language, expressive language, emergent language. Receptive language is how you receive and understand language and expressive language is how

Another key element of this method is that it is assumed by this method that second language should be learned in way in which first language was acquired. This idea is controversial because second language learner already has command over native language and is neurological mature. Some critics argue the survival purposes that motivated first learner to acquire language simply does not exist in second language learner. Despite this, direct method is still very relevant and used by many teachers around the world.

I put unprecedented amount of time to prepare special type of lessons for your children. I try to speak slowly and clearly, with extra explanation and repetition of any new word. I try to make the classroom a welcome and warm place for your child where he/she can open her mouth and speak a new language without fear of being bullied. As it is a challenge for the Els is for their teachers. Learning language is intense, long, and sometimes frustrating process. So, I believe that without parents’ precious help and encouragement teachers alone cannot win this battle.