What strategies can teachers use to accommodate for students with English as their second language? This paper will look into finding answers for these big questions. Glass and Selinker (2001, p. 1) describe the study of second language acquisition as “the study of how languages are learned”. Dictionary.com defines bilingualism as “the ability to speak two languages fluently”. The Issue There seems to be many advantages to learning a second language, however these advantages are normally mentioned in situations where children grow up, immersed in bilingual households from an early age.
The key points are to clearly post, refer to, and review learning objectives and language objectives. Multiple levels of English proficiency are set by standards that the students are monitored by model performance indicators. A student’s native language affects his or her language and academic outcomes by being surrounded by other students who are also ELL with the same English acquisition. Students may utilize their home language more in conversations when speaking to classmates who are from the same home language group (Willoughby, 2009). In speaking to other ELL students whose home language is different, ELL students, use English but due to the students’ limitations in their English proficiency, they expose each other to more broken English I will value the instructional power of a word wall by frequently utilizing, maintaining, and updating it.All too often, secondary educators miss important opportunities to build the literacy skills of all students.
in early years children learn to put words together using a technique known as Phonics, this is where each letter is sounded. Speech is used to express thoughts feelings and ideas. Language can be used in several different ways, body language, gestures, spoken, signing. Language can be used to store and later recall past experiences and feelings. It is a complex system to learn and each individual will do so differently.
Children who participated in this study show that they were better prepared for kindergarten. I feel that the article is very true. It makes a difference when issues are addressed early because it can help a child significantly. For example some children may not have developmentally appropriate environments which can help them grow and early intervention programs can help them dramatically. In the right environment grow in cognition, developmental milestones can be reached within their own capacity.
This is because the elaborated code is used within textbooks, by teachers and is the language an examiner expects the child to use within their exam. Early socialisation means middle class children are already fluent using the elaborated code meaning they are more likely to succeed. However, Bernstein recognises that working class children fail because schools fail to teach them how to use the elaborated speech code; not because they are culturally deprived. Bereiter and Engelmann claim that the language used in lower class homes is deficient. They described that working class families use gestures, single word sentences and disjointed phrases when communicating.
from the beginning as mentioned in an article by Claude Goldenberg and Kirstin Wagner “Bilingual education has been part of the American educational landscape since before the United States was forged from a collection of fractious colonies”, specific bilingual schools were established in order to help people whose first language was not English. These schools were established in times when people were coming to the U.S. in order to find new opportunities doing the work they were good at or were just looking for refugee from dangerous situations they encountered back home. The need for these schools where necessary in order for people to be able to live and work together. As time went by, more schools were established around the U.S. in order to support the different people who moved to the U.S. seeking new opportunities. Bilingual education had been around since the beginning and hasn't disappeared, “From its colonial beginnings bilingual education in the United States has existed in one form or another to the present day” (Goldenberg).
Teachers need to look at their ELL students as individuals with background knowledge, a culture, and prior knowledge. The goal of bilingualism is to teach the student English while appreciating their native culture including their ability to speak, read and write in their home language. Students, who continue to develop their native language while acquiring the English language, learn the second language faster. Due to this fact it is very important to get the student's parents involved in the education of their child, and to create a working relationship with their
Bilingual Families In some countries, it is common for children to learn two or even more languages at a time and use each of these languages daily to communicate with the people around them. They may utilize Spanish to communicate with their father, French to communicate with their Mother, and they may attend an Italian speaking school. The possibilities are endless. In countries where a dominant language is spoken, such as the United States, families face a dilemma: do they teach their child the language of their heritage and have them be bilingual or do they want them to know only English so that they can better understand the country they are living in? Such a question is faced by almost every family that chooses to immigrate to a new country.
Bilingual classes bring the students closer together to better both groups, the students are able to work together to help each other understand things that they might not understand. So not only do both groups learn and work with two languages they meet new people they wouldn't have met or had class if it was not for those bilingual classes. Studies have been made to show the effects of bilingual education and how students would benefit from being in a bilingual class, “ELLs who had gotten waivers to remain in small bilingual programs were equally proficient in English and did just as well on state tests when compared with ELLs in English-only programs” (Sanchez). So bilingual education can improve the communication between ELL students
One of the expositors of this field is Weinreich (1953) who claims that there are two different denominations of bilinguals. The compound bilinguals are the ones that learn both languages at the same time and the coordinate ones which learn one after the other. Thus, it can be determined that the three to five-year old children that were part of this implementation are considered coordinate bilingual as they have already acquired their listening and speaking skills in Spanish. However, given that there is a lot of vocabulary that they have not acquired yet; they may have the opportunity of enjoying the benefits of being compound bilinguals with the new knowledge to come. According to the author, compound bilinguals differ from the coordinate ones since they are able to simultaneously translate faster and with less