The Objectives Of Teaching A Second Language

One-point teachers should be aware of language acquisition is that the child ability to participate in a classroom may be affect because of the lack of communication, must of the time students that are second language learners tend to stay quite and demonstrate lack of understanding. It is important to identify these students to be able to approach and teach them adequately.

To learn a second languages is very important because people have better opportunities in life. For children from ages five and under it is the best time to learn as many languages. Angele Sancho Passe, the author of “Dual-Language Learners (Birth to Grade 3)”, talks about techniques for teaching English in a multilingual classroom and how reading in english to dual-language learners helps teach them oral language skills. Patton O. Tabors, the author of “One Child, Two Languages”, talks about writing case studies of children displaying different second language abilities. In the article, “Ways to Introduce Your Kids to Foreign Languages” by Grace Hwang Lynch, believes two-way bilingual immersion is a helpful way to introduce foreign languages

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

Then again, the relationship between second language acquisition and effective second language teaching is still being discussed. Hence, this paper aims to explain ways in which knowledge of second language acquisition helps language teachers to provide a better and effective second language teaching in classrooms by highlighting three main ideas; knowledge of second language acquisition helps teachers to understand the different needs of students, to design a good second language course and effective teaching method for learners, and to

The second language classroom is full of theories of how to get students to acquire the target language (L2). These theories have been around for many years and have been debated and revised numerous times. Theories such as the grammar translation theory, used up until the 1940’s, are no longer in favour because of their inability for learners to use the language in colloquial situations have been superseded by new innovative ideas. At the time of writing this paper, there are three main theories used in the second language classroom: Behaviorist, Innate, and Interactionist.

To understand children’s language learning we have to go beyond language classrooms. Regarding the child as a language learner we have

The article entitled, “No half measures: Reading instruction for young second-language learners,” is an incredibly insightful article addressing the research that has been conducted in regards to the appropriate time to teach second-language learners how to read in their second language. Countless studies indicate that there is still much controversy over the “perfect timing” of second-language instruction; however, Kimberly Lenters, the author of “No half measures,” creates helpful conclusions in regards to this controversial issue.

One of the best ways to help students learn a second language is to use a variety of settings that promote talk and interaction. These not only help students understand new concepts, but they also help to provide a foundation for learning through reading and writing. Since literacy is part of language, reading and writing develop alongside speaking and listening. Students who spend time talking and listening to each other and working on reading and writing activities are able to develop more proficiency in all language modes.

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 the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

1.5.2 Vocabulary/Speech: Child has to hear the language to learn it. Birth to first three years is an important period to learn the language. Child at his or her initial years has an incredible capacity of learning language, during this period speech what he or she listen will determine his or her adult vocabulary. The children who hear fewer words have a small vocabulary . At this age children should hear more conversation. Patents and caregiver should talk full sentence often. It has been observed that children can learn more than three languages fluently at a younger age. Tell them what you are doing, what they are doing, and what you will do next. Read them stories and play music. Engage them in social interactions that require language.

The first language helps in the initial stages of second language acquisition as it can serve as a referent and a tool to which students can turn when needed. It is useful, for example, to turn to the first language during the acquisition of new vocabulary or to compare the structures of both the first and the second language for understanding in a better way some concepts like verb tenses.

‘The aim of English in Years K–10 is to enable students to understand and use language effectively, appreciate, reflect on and enjoy the English language and to make meaning in ways that are imaginative, creative, interpretive, critical and powerful.’ (NSW Syllabus., 2012, p. 12). Educating students to become

For students who are learning a second language, school can represent a heavy task. As teachers we need to support them and pay attention to their language needs. There are many strategies and ways to educate English Language Learner students. However as educators we must first create an environment of respect and include English Language Learner students in our teaching lessons. We also need to provide them with meaningful and comprehensible lessons that will help them grown academically. My three major goals that I have for my ELL students is build on students ' background knowledge to increase comprehension, increase ELL students ' English language production and peer interaction, and increase ELL parent involvement. First of all, to accomplish my goals I have to create an environment in which students are motivated to learn no matter their culture, and language.

Acquiring and learning a second language do not refer only to handling oral communication skills. It is more than that; it takes the students´ abilities in enhancing their lexicon, their management in syntax, and their perspective about words´ influences in people. Thus, summing this up, it is indispensable that ESL students have a grand deal about linguistic knowledge. In other words, ESL learners not only require speaking, but also reading, writing and thinking in English when they complete whatever English career.

Why do MFL teachers need to use TL in their lesson? First of all, teachers are always assimilated to role models for their pupils; for a French teacher who is trying to make his students talk in French, it would be coherent to model those expectations. In that way, the logical question from a reluctant student asking - “why are WE expected to speak French and you are not?!”- can be avoided. Also, many would say that it is just common sense to say that the best progress will be made if the teacher uses as much TL as possible. So, can we suggest that the more pupils hear a language the more they can grasp? Indeed, when teachers use the TL as the principal mean of communication it allows pupils to gain a maximum opportunity to use it for themselves as well. (Little, 1995) Also, when learners hear large amounts of comprehensible input and they are engaged in meaning-making, they understand and retain what they hear and they use it to form their own messages. (Long, 1981) (Swain, 1995) In addition to that point, ACTFL states that “learners need as much exposure as possible to the target language for acquisition to occur” (ACTFL, 2017). If this statement is accepted to be true, then, the MFL teacher has no other choice but to use TL as much as he can, especially when it is established that the classroom is the only opportunity for the French student to hear and speak in the target language. Crichton (2009) suggests that it is still possible if the target language is seen as the normal means of communication by both the teacher and the students. In conclusion, those multiple opinions highlight the importance of a good quantity of TL within the classroom.