Using Language Learners Develop Cultural And Linguistic Competencies By Sharing Their Mother Tongue As A Target Language?

Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).

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

Typically, by the age of 7 children are usually fluent in speaking their primary language. They generally have a vocabulary of 4000-10000 words and their reading and writing skills will further develop. They will be able to spell more accurately, write clearer, perhaps even in cursive, know about comprehension and punctuation and answer questions. This increase in language skills allows further investigation of the world about them by other methods such as books, computers, the internet

The second practice that supports the language development of all children is that of “Putting pointing and talking together” (Lally, 2006, p. 32) in which a caregiver will point to an object and say the name of the object that they are pointing at. Children can learn multiple words for multiple languages by a caregiver pointing at a chair, in which in English it is known as a “chair” but in Spanish it is known as a “silla” in which it is pronounced “Sill ya” yet the child would understand it once a caregiver points to it and will learn a new word for something in another language or their own.

The language and cultural barrier between Mrs. Stewart and Anna would be a difficult obstacle but one that could be overcome with modifications and adaptations. Although Mrs. Stewart has many years of experience, this would be her first time having ELL student. This will require for her to learn about Anna’s diverse background, her culture and linguistic experiences, since research has proven that“just good teaching” is not enough.

With the immigration population increase comes a language barrier increase. Therefore, English as a Second Language (ESL) tools in the classroom is essential. ESL was established in the 1970s when children of many mother tongues, crowded classrooms due to the immigration increase (Tomkins, G., 1981, p.

367 families who seem to adopt similar sorts of strategies (e.g., OPOL, or One Parent

While living in the Dominican Republic, I studied English every Saturday in an institute. Since I only got to exercise and strengthen my English skills once a week and had no one else to practice with, I didn’t excel in the language until I arrived to the United States. As a result, when I started school in the United States, despite being in ELL classes, I struggled academically and socially. I became frustrated since I wasn’t excelling in school as I had done previously, and I felt lonely because I had a limited group of friends. The language barrier, I concluded, was holding me back. This realization made me determined to find ways in which I could enhance my skills in this new language.

Strategies you can use to enrich children’s understanding and respect for cultural identities within the service’s community is being aware of one’s world view around them, by developing and gaining knowledge towards cultural differences. As an educator you will need to pay attention and acknowledge the diversity within your service. Strategies that can assist children to develop positive self-images and concepts by talking about differences through stories, photos and celebrations by integrating it throughout the day. An example would include a child asking some information about someone’s clothing or food, this is a good opportunity to discuss differences and expand it by having multicultural lunch day activities, outside activities or dress

Moreover, the main topic of this video is the learning of other language in the childhood.

Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided

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.

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and

At Hogwarts Intermediate (H.I) the language programme offers students the opportunity to develop an understanding of the language structures and cultural practices involved in one or two languages other than English. Their aim is to develop the student’s proficiency, enjoyment in language learning, and for them to gain an international perspective about the world, through interaction with foreign students. Giving their students a head start in the continuously developing bilingual world is major goal as this sets them up for better opportunities in the job market. They see this as the basis of providing future generations with the skills needed to collaborate and work along side other cultures through cultural understanding. Hogwarts Intermediate uses a range of different resources in their language programme, the main one being technology. One of their aims is to stay up to date with technology and research in order to develop teaching skills and effective language learning models. An example of this is the video conferencing they offer; a teacher that is an expert in a particular language teaches students the language through video conferencing. At H.I language classes take place 3-4 times per week and students home teacher teaches them during this time. The reason behind this is that students respond better to their own class teacher and the phrases/skills learnt are able to be transitioned into other subject areas as well, not just during language class. This gives

With all the students having a difficulty in coping with their lessons, Mother tongue-based multilingual education may be helpful or not in solving this problem.