Language classroom

English Language Arts classroom. I selected this particular area as my focus because I am a sixth grade English Language Arts teacher and am always looking for ways to better diversify what I do in my classroom to help all of my students. I found three wonderful articles that gave me fresh perspective on ways to help my classroom be more successful. The articles I chose to focus on involved using journal letters to help with individualized responses, incorporating librarians into the classroom, and

made no distinction between English-speaking students and minority language speaking students even though the latter face these same challenges on top of the added and unique obstacle of language. Jim Cummins, in his article Multilingualism in the English-Language classroom: Pedagogical considerations, addresses the obstacles minority speaking children face in monolingual classrooms and how taking advantage of their native language would actually improve their academic outcomes (Cummins, 2009). The

communicate with each other due to the language barrier between them. When doing business or talking with people from other countries, most need an interpreter or translator of the certain language in order to understand each other. A language barrier is an obstacle within the United States of America as well between the deaf and hearing impaired and the hearing people. Most people do not know American Sign Language (ASL) and are not given the opportunity to learn Sign Language while in school. More colleges

effects of classroom interaction on language learning have long been a focus of research for second and foreign language teachers and researchers (Allwright, 1984; Chaudron, 1988; Ellis, 1984; 1994; van Lier, 1988). They argue that language learning comes about as a consequence of the interplay of the factors created by the learners, the teacher, and the interaction among them (teacher-student, student-student). Allwright (1984) sees classroom interaction as "the fundamental fact of classroom pedagogy

One way of signing the word "hello" in American Sign Language is to wave with the dominant hand. But what if a person doesn't have the cognitive level or dexterity to execute this movement? This is something to think about when working with students with special needs that might need alternative means of communication, such as signing, to supplement or replace their speech. From volunteering in special education classrooms with students with mild to severe special needs, I have learned that each

theoretical and pedagogical aspect of using native language (L1) with a focus on the aspects that most relate to adult ESL classes. The areas addressed were both the affective aspects of learning related to bilingualism and academic development and the effective classroom practices. Knowing that individuals organize and learn information by thinking and feeling, teachers need to keep in mind that the emotional self is a strong factor in learning. Native language is an important part of culture and creating

Situation: A new teacher in my school is trying to create effective classroom experiences for English Language Learners (ELLs) and has asked for my help. Language Acquisition Theories: A great way to begin learning how to effectively educate ELLs is to ask for the help of a mentor teacher. According to Peregoy and Boyle (2008), there are many things yet to learn about second language acquisition and even the experts disagree on some aspects, however there are three prevailing theories that all

Importance Of Teaching Culture In The Foreign Language Classroom Radical Pedagogy (2001) ISSN: 1524-6345 The Importance Of Teaching Culture In The Foreign Language Classroom Language And Culture: What IS Culture And Why Should IT BE Taught? In this section, we will briefly examine the relationship between language and culture and see why the teaching of culture should constitute an integral part of the English language curriculum. To begin with, language is a social institution, both shaping and

facilitator in the foreign language classroom Margherita Berti  Introduction There are two different and contrasting arguments about whether L1 should be used in the foreign language classroom and today the English-only policy is a topic of heated debate. While some believe that L1 interferes with the acquisition of the target language, others think that it can be appropriately used in the classroom in specific occasions. According to Nation (2003), the use of the first language has a small but important

as a Second Language (ESL) classroom. I am interested in what types of activities facilitate students’ understanding, make students comfortable, and encourage student participation. I chose to concentrate on this aspect of second language (L2) learning because as a future teacher, I believe it is important to be mindful and use activities and interactions that appeal and are beneficial to all students. This study made me more aware of the interactions and activities used in the classroom. In order