The Gap Between Spoken Speakers And Non Fluent Speakers Of English

Moat argues that learning to read is in fact not a natural process and students need explicit phonics instruction. Furthermore, the English alphabetic writing system cannot be learned simply from print exposure: students need to be taught how to develop phonological awareness to sound words out to help them learn how to read and without the support of context-based word recognition. Whole language’s legacy is still embedded in educational practices despite being disproven by scholars, thus Moat advocates for updating state language-arts standards, assessments, and textbooks to reflect direct, explicit phonics-based instruction as the best approach in teaching literacy. She also notes that teacher licensing requirements and preparation programs also need to be informed of effective literacy instructions that is supported by

More young americans nowadays are being raised in homes speaking non-English, but these students are falling behind in schools where there is not a bilingual program available. According to the U.S. Department of Education, in schools without a bilingual education program, 71% of English speakers are at or above the basic requirements for fourth grade reading while merely 30% of non-English speakers reach this level. 35% of English and 8% of non-English speakers reach proficient reading levels while only 9% of English and 1% of non-English speakers perform at advanced levels. It’s evident that the availability of a bilingual program is crucial to the success of an individual who needs the resources that can be given to them through the use of bilingual education. The percentages of the non-English speaking students previously mentioned could undoubtedly be comparable to those percentages of the English speaking students if the education they were being provided with was cohesive to their comfortability, and the material being taught was in a language they could better understand.

A foundational aspect of all children’s learning is oral language. Communication orally entails the ability to include four components of spoken language to incorporate, and build on, a child’s vocabulary and grammar. These four elements consist of the phonological, syntactic, semantic and pragmatic components. Development of a child’s language skills should form together resulting in literacy success later in life. In order to master the teaching of oral language, three strategies are used. These include, the use of open –ended questions, talking about sophisticated words and incorporating sociodramatic play in to lessons, which in the end, enhance expressive and receptive oral language skills. Fellowes & Oakley and numerous other literature sources explore the significance of oral language in the child’s development.

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).

In addition, 4.4 million limited English Proficient students enrolled in the United States. President Bush proposes new plans for bilingual education. In his plan, it requires a three-year limit on bilingual education to be sufficient enough time for a student to obtain “English fluency” (Krashen, 2001).

The video shows the actual performance of students at the five stages of oral English Language Acquisition. The stage one enactment of the Silent Period (can last 0 to 6 months (Syrja (2011 p. 35)) shows two male students. One student with proficiency answering the teacher’s questions about the other student and the other student is silent. The stage two Early Production Stage (can last six months to 1 year

She maintains this will allow them to generate cognitive and linguistic progress that nurtures their transition to English (Stover, 2015). Therefore, according to Dr. Vonderlack-Navarro, the “English only” approach can be detrimental to learning English (Stover, 2015). Vonderlack-Navarro contends school board members need to endorse specific strategies and support multilingual classrooms in response to the question, “How does the school board make these literacy gains in a classroom with English language learners who speak different languages?” (Stover, 2015).

Deborah Fallows, the author, strives to show her readers that, while everyone does learn to talk, not conversing enough with children could negatively affect the way they learn language. She cites multiple sources, tells of her credentials, appeals to emotion, and ultimately creates an effective argument supporting her

The report includes the use of research in linking to theories of language development and supporting children with EAL, practice, parent partnership in the form of gaining information on the interests of the child, observations, role of practitioners, and peers. Parents were also encouraged to stay within sessions.

Dahlgren, D. M. (2008). Oral Language and vocabulary development Kindergarten & First Grade. Nashville: Reading First National Conference. Retrieved from http://www2.ed.gov/programs/readingfirst/2008conferences/language.pdf

With nearly 30 million immigrants crossing our borders in the last three decades, the United States education system has seen a dramatic increase in the number of English Language Learners (ELLs) entering the classroom (Migration Policy Institute website, n.d.). With this influx of non-native English speakers has come the need to find the best ways possible to meet them where they are academically and teach them accordingly. However, after years of research, education gurus are still divided on how to best meet the needs of ELLs. While there is no clear-cut approach, there are several strategies and programs that schools can implement in order to help immigrant learners and their families be successful in our school system.

In a country like America where people all over the world come to obtain a better future for themselves and their children, there is a large diversity in culture and languages. Most immigrant families come to America speaking a different language and have to adapt to the American language, English. However, several people do not learn English or have difficulty learning it. Usually older people struggle to learn English because they do not have time. Though, children may not have a hard time learning the English language because they are often sent to school. Currently children are now expected to learn a new foreign language, but most of the children’s families would like them to continue speaking their native language as well.

Two particular aspects of this topic I saw play out was their economic status, and linguistic background. The learning cite where I participated was aimed at helping children who came from a low income household, and also those who had English as their secondary language. Due to the fact that their families struggled financially I noticed many of these children where behind in school, and primarily in their English development. This could be a direct effect of low economic status because perhaps they lacked resources which could aid their learning, or their parents where not as involved because they were constantly at work. Therefore, they had very limited schedules and their involvement in their child’s education was short. Their linguistic background played a significant role in how they performed at school, because their practice was strictly limited to the time they spent at school they showed detriments in how well they acquired other languages such as English. They came from homes where they only spoke Spanish or otherwise and therefore they were taught to not practice it at home and leave everything they learnt or acquired at school, restricting them from further developing skills, which would develop their English. The environmental context in which children are brought up has a very significant role in children’s development; in my experience, I particularly saw the effect it had within their cognitive

Through this week learning resources, I have learned that there are evidences that demonstrate that when a child has limited experiences he or she is more likely to have difficult comprehending what is read. It is why early childhood professionals affirm that oral language is the foundation for literacy development. Everything that children learn about speaking and listening they use for writing and reading and what they learn from writing and reading they use in listening and speaking. In other words, oral language and literacy develop simultaneously. When parents provide rich language and literacy reinforcement at home, children do better in school than those who do not. It is also known for early childhood professionals that for a child with limited experiences is more difficult comprehending what is read. For example, a child who has being exposed to many environments like a farm or like a museum will have more mentally engagement in classrooms activities about things he or she already know that children who have not had experience in those environments. Many researches showed that children that have not have a literacy development or an oral language development years before formal schooling, are less likely to be successful beginning readers, opening an achievement lag that might last through the primary grades. Some of the reasons why parents are not actively involved into their children’s educations are their socioeconomic or legal status. For example, in an immigrant family sometimes both parents have to work and sometimes they have to work two shifts. I have known families where children are the whole day in school and with nannies. Those children do not develop any skills that help them to succeed at the time of attending forming school.

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.