Cognitive Academic Language Proficiency

English language learners (ELLs) are people who have to acquire a second additional language and culture. In another words, ELLs are people who do not speak English as their first language. According to the National Center for Educational Statistics (2014), the percentage of public school students in the United States who were English language learners was higher in school year 2012–13 (9.2 percent, or an estimated 4.4 million students) than in 2002–03 (8.7 percent, or an estimated 4.1 million students)

process of learning a second or foreign language. Learning a second or foreign language needs additional emotional and cognitive efforts and one of the variables that have an effect on the process of learning an additional language is foreign language anxiety Abu-Rabia (2004). Language anxiety is one of the characteristics of learning an additional language. However, FL students experience higher level of anxiety than SL learners Siegel (1989). The term Foreign Language Anxiety came to existence after the

Matsuda, Paul and Matthew Hammill. “Second Language Writing Pedagogy” A Guide to Composition Pedagogies. Ed. Gary Tate et al. New York: Oxford University Press, 2014. 266-282. Print. Matsuda and Hammill address the issue of the rise in L2 student writers in the classroom and how teachers can help them develop and succeed alongside L1 learners. Because U.S. classrooms are not prepared for L2 writers, it is important for writing teachers to not only be aware of the differences and similarities

Should foreign language be mandatory in elementary schools? Many people learn a foreign language to gain a better knowledge of other cultures, as well as their own. A foreign language can help one’s communication skills develop throughout the course, as well as other courses they are studying. Languages are typically learned during school and there are multiple different studies based on the benefits of studying language at an early age. I chose this topic because I want to be an Elementary School

words. Speech (language) is simply one of many forms of communication that are available to human beings.(Luthian) Juliana Chan, in one of her articles published on CULTURE, SOCIETY AND THE STATE IN ASIA forum says, “The primary function of languages is undoubtedly to facilitate interaction among people who may or may not come from different cultural background.” Mother Tongue The mother tongue is known by many names, some refer it as native tongue, father tongue mother language, cradle tongue

Tailoring Instruction to the Needs of an ELL: Meet Elsa 1. Elsa seems to fit the profile of many first-generation Hispanic students. Although she was born in the U.S., her first language is Spanish and she arrived at school with limited English proficiency. Since she qualifies for free lunch and her parents are recent immigrants, they are more than likely a working-class family with limited resources for learning materials or experiences outside school, aside from the after-school program. Also

Affecting the Second Language Learners' Fluency. Although oral proficiency is a central goal of the language teaching, too little attention has been paid to the complex of factors that underlie the fluent of speech. This problem may encounter most second language teachers and learners. I have chosen to write about factors affecting the second language learners' fluency (SLLF) in order to increase teachers' awareness about these factors and to enable teachers to improve second language learners' fluency

view as to the processes involved in mental activities—frequently referred to by educators as thinking about thinking (Anderson, 2002, p.23). Because metacognition has proven to be vital to reading comprehension, most quality English as a second language (ESL) programs teach and model reading strategies in order to ensure better reading comprehension. Tools to measure metacognitive awareness are the MARSI (Metacognitive-Awareness-of-Reading Strategies Inventory) or the SORS (Survey of Reading Strategies)

The children who learns dual language can receive various advantage. Languages define identities and cultures that supports self-esteem, which links to children’s social and emotional development (Kearns, 2014). The natural communication between family members of bilingual child allows the child to access to the family’s heritage language, enable them to discover their native culture knowledge, and offer smooth language communications to connect to wider community (Kearns, 2014; Place & Hoff, 2011)

Vocabulary Strategies to Increase Language Acquisition Among ESL students Introduction Reading is the process of decoding words and the ability to understand words accurately. It is an essential part of early literacy development and enhances learning across the curriculum, from Pre-K through adulthood (Mangen & Velay, 2011). An ELL is a student who is served in a program of language assistance such as an English as a Second Language Program (ESL; U.S. Department of Education, 2014). ELL identification