Unknown Language Journal Entry

Next, I observed the standards, differentiated instruction, and the phonemic and phonics lessons in the class. The essential questions and standards are listed in the front of the classroom but are never referred to. I think that differentiation is a big part of this class, especially because of the number of students with individualized education plans. During lessons, the entire class will meet around the rug for instructions and introductions. After the class is given instructions, most students will work independently and there will be one or two groups that work with Ms. Dunlap or her teacher’s aide for guided practice. The majority of the lessons include hands-on activities, such as cutting examples of noun and verbs out of a magazine, using blocks to measure student’s heights, and songs that emphasize parts of speech. While I observed I also saw some phonemic awareness lessons. These are lessons that focus on individual sounds of letters and the structure of the words and letters. I think that this class had a wide variety of reading levels. Some students did very well, but others could not write their names yet. The class met on the rug for phonemic lessons, and Ms. Dunlap would use a book that had tons of activities. The book includes different activities that make students find the sounds in words, substitute sounds to make new words, blend sounds to form words, and to take apart words to find the sounds. Ms. Dunlap

While majoring in East Asian Studies at the University of Kansas I have been granted many opportunities to study the situation of South Koreas political, social, and cultural practices. Consequently, I have researched and written numerous papers, including my undergraduate thesis, on the influence of English language acquisition among South Korean college and elementary students. One of the most profound conclusions regarding English education in South Korea that I have come across is its direct correlation with the future and success of young/adolescent English learners. Whether young Korean students are preparing for college entrance exams, making arrangements to study abroad, or entering the workforce, English is a driving force behind

Language is a very important and significant part of individuals’ life. It is considered as one of the best device of social behavior. Language is a means with the help of which people communicate and send a social message to one another. But language does have very special characteristics according to which it changes and very depending on many factors. According to the researchers there are no two people who speak identically. Their languages vary as per their geographic location, age, gender, ethnicity, social background etc. many a time, it is observed that even the members from same family speak differently due to differences in their location ( Biber & Conrad, 2014). For example, in my neighborhood, there is a difference in the ways of

The tests for pre-test and post-test were similar. There were 16 words for first grade, 12 words for second grade, and 16 words for third grade. The tests were used to see the ability of the students orally say the sound and break the word into phonemes, not letters. The way of analyzing the data was following Yopp-Singer Test (1995). The students who got high scores by segmenting all the items correctly were considered as phonemically aware. The students who correctly segmented some items were considered as displaying emerging phonemic awareness. Students who were not able to segment the items correctly or none at all were included as lacking of phonemic

1. Graysen uses is currently in what we call the emerging skill level for identifying initial phonemes and the low skill level for matching initial phonemes. At times Graysen shows a good understanding of initial phonemes, but sometimes he confuses initial and final phonemes. For example, one question on the assessment asked him to name the initial phoneme he heard in the word pig and his response was /g/. This is a common misconception I notice in students who are in the early stages of building their phonemic awareness. I do not see this as a problem that will continue, but should be resolved

On completing the EDRD 600 course, the following are the critical elements that I will apply from the National Reading Panel’s Five Domains of reading and from Dr. Flynn’s 1st Edition of “I teach reading. Why do I need to know linguistics?”. They are phonemic awareness, phonics, fluency, vocabulary and comprehension with an added element, writing. This course also covers the topic of Linguistics. Linguistics is defined as the study of human language and its structure, including phonology, orthography, morphology/semantics, and syntax. Each of these areas of linguistics will be discussed as well. Finally, researched-based strategies that could be integrated in the classroom will also be shared.

Language is used to communicate and convey meaning from one person to another. It is an arbitrary system of sounds and symbols in which it is contextualised and is used to express cultural identity and social relationships. Language can be seen by the way individuals communicate through gestures and facial and body expressions. Language can be heard through voice and attitude (Gee & Hayes, 2011). Language is diverse in the sense that different languages have different words for the same concept. However language allows communication of values and beliefs. Kilickaya (2009) highlights that, ‘English is the best option for people from different backgrounds’. Within Standard English different registers are used to assist communication,

When talking about the language development of children it consists of four domains, which are the phonological development grammatical development, lexical development and pragmatic development. Phonological development focuses on the development of speech sounds which deals with the pronunciation of the words. At my field site, which is located at Brooklyn College, I noticed two students’ phonological development. I was observing the ones class. One of the students, Nathanial was given the object ball and the teacher kept repeating herself and said, “Ball, this is a ball. Ball.” N tries to repeat after her and trying to tell he me, he lends against me and said, “ba”. Nathanial could only pronounce the beginning of the word. Then

Currently, in South Korea there are more than 28,000 North Korean refugees seeking refuge from the communist sister nation (Hamilton). Since English is becoming more of a necessity in South Korea’s workplace and daily life, it is therefore essential for North Korean refugees to learn the Western language in order to fully assimilate into the new culture. Recognizing this problem, Lee Eunkoo, who is a South Korean, and Casey Lartigue, an American, started an organization called Teach North Korean Refugees, TNKR for short, in 2013 (FQA-Track 1). Unique to many organizations, TNKR allows North Koreans refugees to choose their volunteer tutor who will educate them in English language skills. To date, the non-profit has seen 190 students come through the program and 290 volunteers (FQA-Track 1). Additionally, in order to meet the unique needs of their students, Teach North Korean Refugees provide two unique English language tracks. Track one primarily focuses on providing English language skills in basic English, grammar, vocabulary and pronunciation. The second track focuses more on perfecting writing and public speaking skills. In order to keep Teach North Korean Refugees running, the organization needs proficient English speaking teachers to volunteer to invest in their students. Volunteers will help refugees cultivate English speaking skills that will enable them to thrive in a fast pace nation of South Korea. The primary requirement for teachers to be a part of TNKR is that they must have a college degree and speak English as a first language. As proof of the program’s success, several of the refugees have published books and have become professional orators (FQA-Track 1). While Teach North Korean Refugees is not directly located in the hermit kingdom itself, the opportunity for TESOL professionals to impact the émigré lives

The students have a difficult time understanding cultural behaviorisms, especially when they cannot have it explained to them on a personal level. Learning language involves cognitive and academic development, and their first languages must be involved when learning a new one. Finding the appropriate level of challenging material for students who are trying to understand new concepts in a foreign language is also very difficult, since they must incorporate both the child’s first language, and the new one. (Ludhra 2008).

Over the past four years since John started school in Australia his level of English has improved a lot; especially his receptive use of the language. John is a talented language student and is achieving great results in both additional languages he is studying at the moment, English and Japanese. Due to his cultural background John does not volunteer to speak freely during class. This makes it hard for his teacher to find the degree of depth of his understanding of new concepts learned in class. However, he is a passionate language learner and his focus is to perfect his knowledge in both additional languages.

I remember feeling apprehensive about all of my classes, honestly. I felt that I would have difficulty getting an A when I first began as they all were so fast paced and had such difficult content. It also felt as though everyone else in my classes was having quite a bit of ease with their courses, not really having to worry or study as much as I did. However, I felt myself gradually getting more and more used to all of the courses’ content and the way that they were taught. It took some adjusting to, but the change happened about the middle of my first month.

With the already high-impact pressures that are put on students in education these days, difficulties in speech and language only escalate their stress. Due to the progress made in technology though, several of these children can adapt to their educational environments smoothly and without concern.

There are many different variations of language, language that is seen, such as sign language, body language and written language, then there is the language that is heard, such as people speaking. There are over 7,000 spoken languages in the world alone without taking into consideration nonverbal languages. For adults and children alike, this can be overwhelming because in each language there are different behaviour patterns, different registers, different age groups and what is acceptable in one language may not be considered acceptable in another such as how close is too close to stand to someone else. For children who come from families whose first language is not English, this is even more difficult when trying to live somewhere that doesn’t predominately speak their first language, which is just one of the many differences people have to be aware of when considering diversity. This essay will examine the different environmental and circumstantial factors that may influence the development of children and the role that language can play in their lives as they grow, such as what and who children are exposed to, positive and negative influences such as adults and other children and the lifelong impact these surroundings have on the child.

Nowadays, although teaching and learning English has constantly changed, the Audio-Lingual Method still plays a significant role in many English classes around the world. According to Larsen-Freeman (2000), the Audio-Lingual Method was developed from an interesting idea that behavioral psychology and linguistic conventions are closely related to each other. Thus, this method aims to enhance learners’ ability by overlearn and habit formation.