Using Non-linguistic Cues in the ELL Classroom

However, there is a lot of dispute about the use of target language (TL) in the MFL classroom and key questions such as when and how often should we use the TL?’ as well as when should we use the mother tongue?’ have arisen. On one side, many argue in favour of the TL and feel that the national curriculum requirement is best met if classes are taught as often and as possible, using the target language as ‘a real means of communication’ (Jones, Halliwell, Holmes, 2002) and ‘using it not only as a ‘target’ to be learnt but for other purposes, students are more likely to perceive it as a useful medium for communication (Littlewood, Yu) and develop more motivation to learn it (Chambers, 2013)’. In addition, using TL in the classroom provides significant learning opportunities, especially when there are few opportunities to use the TL outside of lesson (Yoshida). This view is reinforced by Turnbull (2001) who states that ‘the teacher is most often the sole linguistic model for the students and therefore their main source of TL input’ further emphasising the importance of communication in the TL in the classroom, especially when is not uncommon for

Students are thus learning through the representation in options for language, mathematical expressions and symbols, with strategies to Clarify vocabulary and symbols, syntax and structure, promoting understanding across languages, illustrating through multiple media, decoding text, mathematical notation and symbols. Furthermore, representation provides options for comprehension, activate or supply background knowledge, highlights patterns, critical features, big ideas and relationships, guide information processing, visualization and manipulation, maximize transfer and generalization. ( National Center on Universal Design for Learning, 2014)

In addition to note taking strategies through different medias affecting an individual's reading comprehension level but early development of letters and shapes through different medias has an effect as well.

writing with pictures to help the pupils with understanding the words. Also, they should be

Over the past 15 years, the number of ELL and ESL students has rapidly increased to nearly 5 million. These students come in significantly below those of their peers in nearly every aspect of academic performance. In order to ensure that these students’ needs are being met, you must have a significant amount of coordination and collaboration throughout the educational system. Under the law, each school district must show that the entire student body as a whole is meeting the same academic standards. These subgroups (ESL and ELL students) must be meeting the state proficiency goal as well.

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

The English Curriculum (2014) values the position speaking, listening, reading and writing have as independent lessons. However, all four sectors combined are recognised as a positive developmental factor in the intellectual growth of students. It is expressed within the English curriculum how significant spoken language is; in relation to child development and also in terms of student’s progression throughout the wider curriculum. Researchers such as Owen and Burnett (2014) state that spoken language reinforces other key expertise such as reading and writing. Therefore, teachers must encourage continual development of student’s capabilities and confidence in relation to verbal language. This section of the assignment shall focus significantly

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

Working hard amounts to nothing when students cannot understand the subject due to language barriers. Therefore, teachers need to be flexible in their teaching methods to help students understand Standard English. Educators can be flexible by accepting the use of social language by the students in order to help them transition to Standard English. As Hill indicates it is vital “to recognize that everyone speaks a deviation from Standard English” and thus teachers need to “acknowledge [students] voices in their writings” (121). By accepting the student’s use of social language students will better understand context and be encouraged to express their ideas and feelings without limitations. Students will also be able to learn the basic skills of code-switching because they are using their social language to start with. White and Ali-Khan indicate that accepting the students social language “[encourages] students to see the adoption of academic discourses as a component of code-switching rather than as a rejection of other forms of communication” (35). Students will hesitate to learn if they perceive

In order to thoroughly engage learners and their specific brain dominance it is important to discuss subject matter with a big picture approach and then to discuss the details. This will involve learning from the left side as the small details flow into a larger subject. The right side of the brain will also be engaged when learning a subject through visualization of the big picture. In today’s school systems subjects tend to be taught the same: different subtopics are broken up and taught at different times until all material is covered. The big picture of the new material is not usually united to the many small groups of details that create it. This makes learning much more challenging instead of a natural reaction that teachers should strive for.

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently

Additionally, Krashen exclaims that, ‘language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication.’ (Krashen, 2009, 10.) Yet, ‘language acquisition can only take place when a message which is being transmitted is understood.’ (Krashen & Terrell, 55.) This highlights the importance and immense value of visual aids in our classrooms in order to allow children to acquire a language because they act as ‘extra linguistic context that helps the learner to understand and thereby acquire.’ (Krashen & Terrell, 1995,

The next activity in zoology is Terminology cards (Identifying parts of the animals). The materials for this activities are a set of control cards which the parts of the body of a particular animal is highlighted in red and the names of the parts are written on them. The next setof cards are picture cards same as control cards but unnamed and the name tags. There are two cards non-highlighted pictures of a particular animal. This activity also has two presentation one for non-reading child and the other one for reading child. For the non-reading child the teacher will place the non-highlighted pictures of an animal, for e.g. Elephant the control card near the child and she will discuss about elephant. Then she will give any of the highlighted picture of an elephant say for e.g. the head and she will ask , “Do you know what part is this? If the child knows he will tell, if the child doesn’t know teacher will tell the name of the part, “Head”. Like wise the child will be discuss each part of an elephant. Then the teacher will gives the picture cards to match with the control cards. For reading child she does the same way as non-reading child, she gives the name tags and have the child read and place it under the correct card. When the child finishes she gives the control cards and ask the child to checks her work. After working with this materials the child will knows the parts of the animals, his vocabulary increase, it develop awareness of similarities

1 UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTIC AND LITERATURE REFLECTION PAPER TESOL-MA Program Course: Advanced Teaching Methodology Name: ân ĐClass: 2016-B Instructor: ương, Ph.D. Taking the course of MA on TESOL, whose design is research-oriented, post-graduates are required to accomplish credit subjects including Advanced Teaching Methodology. It is obviously an opportunity for master students not only to review what they have learned but also to have an in-depth insight of issues related to teaching and learning English as a foreign language. Two-third of a nine-session course passed and it is time for course learners to take a look back on what they have experienced via a reflection paper. From a very personal perspective, in the one hand, this paper is going to summarize what have been presented and discussed throughout six weeks; and in the other hand, it includes certain points that the writer himself have interests in. The first session of the course focused on knowing of English language learners. In order to help learners achieve success in conquering a second language, it is important that teachers should pay careful attention to what their learners’ role is, viewing from both inside and outside the classroom. In addition, learners’ extrinsic and intrinsic motivation must be also taken into account if the teacher wants to

The content of a certain English language teaching materials could include the systematic basic knowledge of phonetics, vocabulary, grammar, literary piece, learning strategy and cultural background. As McGrath (2002) argues, standing at the perspective of evaluation, the language teaching materials should arrange the language knowledge systematically in order to directly reflect the progressing of the students’ language capacity. Meanwhile, it could not only highlight the training of language skills, but also the capacity of mastering the language. Furthermore, as Candlin and Breen (1980) points out,