Second language learning
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This document discusses several key points about language acquisition and teaching: 1. The main components of language that should be taught implicitly or explicitly are phonology, semantics, morphology, syntax, and pragmatics. 2. Second language acquisition takes a long time and can be stressful. It may affect competency in a student's first language. Whether parents speak the first or second language impacts acquisition. 3. Teaching tips include allowing students to hear components, explicitly teaching irregulars, using riddles/jokes to aid linguistic awareness, encouraging use of native language for new concepts, and involving parents in learning.
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This document discusses the psychology of second language acquisition. It covers topics like how the brain processes language, learning theories, individual differences in learners, and the effects of multilingualism. Key points include:
- The left brain hemisphere processes logic/speech while the right processes creativity. Areas like Broca's, Wernicke's, and the visual/auditory cortices are involved in language.
- Learning theories include information processing, connectionism, and theories on the order of acquisition.
- Individual differences that impact success include age, sex, aptitude, motivation, cognitive style, personality, and learning strategies.
- Multilingualism has benefits like enhanced cognitive functions and allows people to experience the world
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This document discusses bilingualism and learning a second language. It defines bilingualism as using two languages fluently like a native speaker. Code-mixing involves combining words and grammar from two languages in one sentence, typically during early acquisition. Code-switching means switching between languages according to the speaking situation. Young children can learn languages simultaneously by being exposed to both from birth, developing separate but equal language systems in their brains. Older sequential learners use different strategies like relying on a more mature conceptual understanding and analytical skills.
ROLE OF LANGUAGE IN CHILDREN’S INTELLECTUAL DEVELOPMENT AND LEARNING
Introduction
Language is the ability to communicate with others. There are significant
differences between the understanding of language and speech. Language includes
all forms of communication, whether expressed orally, written, used signs, gestures,
or facial expressions. While the speech is a spoken language that is the most
effective form of communication and considered most important and widely used.
Language development increases through the growth of the children.
Parents should always pay attention to these developments, since it will determine
the learning process. This can be done by giving a good example to motivate
children to learn and so forth. Parents are greatly responsible for the success of
children’ learning and should always strive to improve children's potential in order
to develop optimally.
Language is any form of communication in which a person's thoughts and
feelings symbolized in order to convey meaning to others. Furthermore, language
development starts from the first cry until a child is able to speak a word.
Language Acquisition
- Children acquire language through a creative process, not through direct instruction, and are born with an innate language faculty that enables them to learn grammar from linguistic input.
- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
- Theories of language acquisition include the idea that children extract rules through analogy, imitation, and reinforcement from their environment or that they are guided by an innate universal grammar.
Glossary
The document defines several key terms related to language teaching methods. Total Physical Response (TPR) is a method where instructors give commands in the target language and students respond through physical actions. Language acquisition refers to naturally learning a language without formal training, while language learning is through formal classroom education. The silent period hypothesis proposes that language learners initially refrain from speaking as they focus on listening, similar to how infants learn their first language.
First language acquisition stages
Language acquisition occurs through first and second language acquisition. First language acquisition is a spontaneous process that begins in infancy through interaction with other language users. It progresses through several stages from pre-language sounds to single words and eventually combining words and basic grammar. The ability to acquire any language is a human universal, not dependent on cultural or racial differences.
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The document discusses several language teaching methods and concepts, including Total Physical Response which uses physical movement to reduce inhibitions, the difference between language acquisition and learning, the silent period in language learning, and definitions of terms like mother tongue, EFL, ESL, approach, drill, phonics, digital literacy, multiple intelligences, and target language.
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The document discusses the key components and building blocks of language. It explains that language uses symbols like sounds, gestures, or written characters that are meaningful and can be understood by others. Language is generative and has rules governing how symbols are arranged. The basic units of language are organized hierarchically from phonemes to morphemes to phrases and sentences. Properties of human language include being creative, structured, meaningful, referential, and allowing for interpersonal communication. The purpose of language teaching is to help students communicate effectively through listening, speaking, reading and writing skills.
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This document discusses the psychology of second language acquisition. It covers topics like how the brain processes language, learning theories, individual differences in learners, and the effects of multilingualism. Key points include:
- The left brain hemisphere processes logic/speech while the right processes creativity. Areas like Broca's, Wernicke's, and the visual/auditory cortices are involved in language.
- Learning theories include information processing, connectionism, and theories on the order of acquisition.
- Individual differences that impact success include age, sex, aptitude, motivation, cognitive style, personality, and learning strategies.
- Multilingualism has benefits like enhanced cognitive functions and allows people to experience the world
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ROLE OF LANGUAGE IN CHILDREN’S INTELLECTUAL DEVELOPMENT AND LEARNING
Introduction
Language is the ability to communicate with others. There are significant
differences between the understanding of language and speech. Language includes
all forms of communication, whether expressed orally, written, used signs, gestures,
or facial expressions. While the speech is a spoken language that is the most
effective form of communication and considered most important and widely used.
Language development increases through the growth of the children.
Parents should always pay attention to these developments, since it will determine
the learning process. This can be done by giving a good example to motivate
children to learn and so forth. Parents are greatly responsible for the success of
children’ learning and should always strive to improve children's potential in order
to develop optimally.
Language is any form of communication in which a person's thoughts and
feelings symbolized in order to convey meaning to others. Furthermore, language
development starts from the first cry until a child is able to speak a word.
Language Acquisition
- Children acquire language through a creative process, not through direct instruction, and are born with an innate language faculty that enables them to learn grammar from linguistic input.
- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
- Theories of language acquisition include the idea that children extract rules through analogy, imitation, and reinforcement from their environment or that they are guided by an innate universal grammar.
Glossary
The document defines several key terms related to language teaching methods. Total Physical Response (TPR) is a method where instructors give commands in the target language and students respond through physical actions. Language acquisition refers to naturally learning a language without formal training, while language learning is through formal classroom education. The silent period hypothesis proposes that language learners initially refrain from speaking as they focus on listening, similar to how infants learn their first language.
First language acquisition stages
Language acquisition occurs through first and second language acquisition. First language acquisition is a spontaneous process that begins in infancy through interaction with other language users. It progresses through several stages from pre-language sounds to single words and eventually combining words and basic grammar. The ability to acquire any language is a human universal, not dependent on cultural or racial differences.
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The document discusses several language teaching methods and concepts, including Total Physical Response which uses physical movement to reduce inhibitions, the difference between language acquisition and learning, the silent period in language learning, and definitions of terms like mother tongue, EFL, ESL, approach, drill, phonics, digital literacy, multiple intelligences, and target language.
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The document discusses the key components and building blocks of language. It explains that language uses symbols like sounds, gestures, or written characters that are meaningful and can be understood by others. Language is generative and has rules governing how symbols are arranged. The basic units of language are organized hierarchically from phonemes to morphemes to phrases and sentences. Properties of human language include being creative, structured, meaningful, referential, and allowing for interpersonal communication. The purpose of language teaching is to help students communicate effectively through listening, speaking, reading and writing skills.
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6. Principles About Language Acquisition
Language acquisition is a developmental process where people build up their own language systems through comprehensible input and practice using the language. The more meaningful exposure and chances to use the language through negotiation of meaning with native speakers, the more is learned. While memorization and knowing about a language can help, true proficiency comes from analyzing and producing the language in a variety of social settings.
Language acquisition 1st lecture
This document discusses language acquisition, including first and second language acquisition. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. First language acquisition refers to acquiring one's native language from birth, while second language acquisition is learning additional languages after the first is established. The key differences are that first language acquisition is unconscious and occurs without instruction, while second language acquisition requires explicit instruction.
The Acquisition of Language
Children learn language in stages, first using single words then two-word phrases and eventually short sentences. They learn by breaking down the language into simple parts and patterns. Language development is innate but requires exposure to language from a young age. Children experiment with grammar rules, often making errors that reflect their current understanding rather than fully formed sentences. Over time, they gradually refine their language skills through interaction with parents and peers.
Nature and Purpose of Teaching English (Language)
Language uses symbols like sounds, gestures or written characters to represent objects, actions, events and ideas in a meaningful way that follows certain rules to allow people to understand each other and generate an infinite number of messages. The purpose of teaching language is to help students communicate effectively through speaking, reading, writing and listening.
6. Principles About Language Acquisition
Language acquisition is a developmental process where people build up their own language system through comprehensible input. It is important to have chances to practice with native speakers, improve skills like pronunciation over time with repetition, and acquire the grammatical system early to use language creatively. Learners need meaningful exposure in a variety of social settings to fully develop their language abilities.
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Phonemic Awareness
Phonemic awareness refers to the ability to segment and manipulate the sounds in spoken language and is a predictor of reading success. It is distinct from phonics which relates letters to sounds. There are 7 dimensions of phonemic awareness including identifying syllables, rhyming words, and blending/segmenting sounds. Educators can scaffold phonemic awareness through choosing books with rhyme and repetition and activities like word games. Progress is assessed through tools like ISEL which measures phonemic awareness, letter knowledge, and sounds.
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Language acquisition
This document discusses theories of language acquisition and factors that influence second language acquisition. It describes Skinner's behaviorist theory that language develops through environmental influence. It also describes Universal Grammar theory, which posits that children innately know how to combine words based on universal grammatical rules. Children first acquire irregular forms of words as chunks before segmenting them into morphemes. The document also lists internal factors like age, personality, motivation, prior experiences, cognitive abilities, and native language, as well as external factors like curriculum, instruction, culture/status, motivation, and access to native speakers that influence second language acquisition.
Psycholinguistics and foreign language teaching.
PG20- topics presented by group 4 with contents:
1, Definitions of linguistics 2, Key concepts of psycholinguistics 3, First language acquisition (FLA) 4, Second language learning ( SLL) 5, The similarities & differences between FLA & SLL
The logical problem of language learning
The document discusses the logical problem of how children are able to learn language and acquire complex linguistic systems easily despite their immature cognitive capacities. It argues that children's success in language development must be attributed to innate language-learning abilities, as their knowledge exceeds what could be learned from the input received. It provides supporting points that children can filter language, abstract principles from limited examples, and show universal patterns of development not explained by their specific environment alone. This suggests language learning involves innate constructs beyond mere imitation.
Language development
This document discusses Noam Chomsky and his theories of language acquisition. It covers Chomsky's view of an innate language acquisition device (LAD) that gives children the ability to learn language. The document contrasts this nativist or innateness theory with behaviorist views that language is learned through imitation and reinforcement. It also discusses Universal Grammar and how Chomsky believed children are born with innate principles that allow them to learn the grammar of their native language by analyzing the utterances they hear. The document notes criticisms of both the behaviorist view and innate theory, and covers educational implications of Chomsky's ideas.
Glossary
This document provides definitions for key terms related to early childhood education and language acquisition. It defines concepts like the zone of proximal development (ZPD), total physical response (TPR), target language and mother tongue, acquisition versus learning, the silent period, and the critical period. Additional terms defined include language acquisition device (LAD), English as a foreign language (EFL) and English as a second language (ESL), phonics, multiple intelligences theory, digital literacy, and literacy. The document serves as a glossary to explain important concepts for those studying early childhood education and language learning.
Psycholinguistics
This document provides an overview of psycholinguistics, which studies the relationship between linguistic competence and performance. It discusses key topics including language acquisition theories like behaviorism, innateness, cognition, and input theory. The document outlines typical stages of language acquisition from babbling to telegraphic speech. It also covers bilingualism, second language acquisition, and how sign language is acquired similarly to spoken language.
Englsih400powerpointpresentation
This document provides an overview and summary of key topics from the book "Essential Linguistics" by David Freeman and Yvonne Freeman. It discusses why linguistic knowledge is important for teachers according to Halliday and the Freemans. It also summarizes perspectives on first and second language acquisition, and covers topics in phonology, morphology, syntax, and concludes with resources.
Ppt Second Language Acquisition
Children can acquire a second language from an early age through exposure in their environment. While some think young children pick up a second language easily, it is actually a complex process that takes many years. Children who learn two languages simultaneously follow the same developmental pattern as monolingual children, and being bilingual does not cause any delays or negative effects. Children who learn a second language after age 3 follow a different progression, as they already have the basics of their first language. Code switching and language mixing are normal parts of second language acquisition as children's vocabularies develop. The goal is improving communication, not enforcing strict language rules.
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This document discusses language acquisition in children. It notes that babies are programmed to distinguish between grammatical and ungrammatical language. Children go through stages of vocal development from cooing to babbling to single words. Around 12-18 months, children begin speaking single words that typically refer to objects. By combining words, children are able to convey simple meanings. Over time, children's linguistic productions become more complex as they test grammatical constructions. The document also discusses how children learn to form different types of questions at various stages. It notes factors that can influence second language acquisition in older learners.
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This document provides an overview of phonemic awareness and phonics instruction for junior literacy educators. It defines phonemic awareness as the ability to identify and manipulate sounds in spoken language, which is a predictor of reading success. Phonics instruction builds on phonemic awareness by teaching letter-sound relationships to help students decode words. The document recommends explicit and systematic teaching of phonics concepts and rules. Mini-lessons and classroom activities can help develop students' phonemic awareness skills. References are provided for further reading on effective phonemic awareness and phonics instruction practices.
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The document discusses several topics related to first, second, and foreign language learning. It addresses the critical period hypothesis, which suggests that younger children are better able to acquire language. However, many studies have disproved this hypothesis. The influence of a learner's first language on acquiring a second language is also examined, through concepts like the competition model. The role of teachers is important for foreign language learners who depend on instruction. Overall, the document provides an overview of factors that affect learning multiple languages at different ages.
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The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and problem solving. The teacher remains mostly silent to encourage independent learning. Key aspects include using colored charts to represent sounds and vocabulary, rods to create visual situations, and focusing first on pronunciation before more complex grammar. The role of the learner is to take responsibility for their own learning by formulating hypotheses and discovering rules through exploration, while the teacher facilitates this process without providing direct instruction or answers.
1thesilentwaymethod-221224040317-d7a536b7.pdf
The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and problem solving. The teacher remains mostly silent to encourage independent learning. Key aspects include using colored charts to represent sounds and vocabulary, rods to create visual situations, and focusing first on pronunciation before more complex grammar. The role of the learner is to take responsibility for their own learning by formulating hypotheses and discovering rules through exploration, while the teacher facilitates this process without providing direct instruction or answers.
Age in TESL
The document discusses the impact of age on second language acquisition. It notes that children generally achieve higher proficiency when learning a second language compared to adults. Young children are able to acquire native-like fluency more easily due to the brain's increased plasticity at a young age. However, adults are initially faster at learning but may have a lower proficiency ceiling. The document recommends tailoring teaching methods to the specific age group by considering their cognitive and learning characteristics.
Methods+Of+Language+Teaching
The document discusses various methods of language teaching including:
1) Grammar-translation approach - Focuses on grammar rules and translation between the native and target languages with little active use of the target language.
2) Direct approach - Uses the target language exclusively with a focus on oral skills through dialogues and questions.
3) Communicative language teaching - Organizes the language syllabus around communicative situations and meaning negotiation to develop fluency and autonomous learners.
Methods of-language-teaching
This document outlines 10 different methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural approach, and communicative language teaching. Each method is summarized with its key principles, such as a focus on grammar rules, using the target language exclusively, emphasizing reading skills, using repetition and drills, incorporating counseling techniques, and focusing on communication.
Approaches to language teaching
This document discusses various language teaching approaches including:
- Grammar Translation focuses on grammar rules and translation between languages.
- Audio-Lingual Method teaches grammar through repetition and drills to reinforce correct forms.
- Natural Approach immerses learners in the target language and emphasizes comprehension over speaking.
- Total Physical Response uses physical actions to reinforce comprehension before speaking.
- Suggestopedia creates a relaxed environment using music and role-playing to make students more suggestible.
- Pleasure reading allows learning vocabulary through context and connecting word meanings in sentences.
- Content-Based Instruction uses content as a vehicle for language teaching and develops cognitive skills in two languages.
Language powerpoint
This document discusses the three components of language: speech, language, and communication. It defines each component and provides details about what they entail. Speech is defined as human vocal communication using language, while language refers to the words we use and how we structure them. Communication is the process of sending and receiving messages verbally or nonverbally. The document also examines phonological and morphological rules as they relate to language.
Language Development Through the Curriculum
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, morphology, and bi-lingualism. Guidelines for second language teaching and important language skills in early childhood are provided.
Supporting Language and Literacy
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, and morphology. Guidelines for supporting bilingualism, second language teaching, and language skills in early childhood are provided.
Introduction to linguistics (2 of 16)
Introduction to linguistics (2 of 16)
Licensure Examination for Teachers (LET) Reviewer for Majorship-English Secondary.
Methods of-language-teaching
This document outlines 10 major methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural approach, and communicative language teaching. Each method is described in 1-2 paragraphs outlining its key principles and procedures.
Methods-of-language-teaching.pptx
This document outlines 10 different methods of language teaching: Grammar-translation approach, Direct approach, Reading approach, Audiolingual method, Community language learning, Suggestopedia, The silent way, Total physical response, The natural way, and Communicative language teaching. Each method is summarized with its key principles and procedures. For example, the Grammar-translation approach focuses on translating sentences between the target language and mother tongue with little active use of the target language, while the Direct approach uses only the target language with no translation and teaches grammar inductively.
Acquiring First & Second Languages
The document discusses first and second language acquisition. It explains that children acquire language through generalization of patterns from interactions. Linguists focus on innate language capacities. Acquiring a first language involves mastering meaning, understanding new utterances, and linguistic patterns. Children appear to already have knowledge of language structures. Principles of first language acquisition include paying attention to word and morpheme order. Adult input helps children acquire language through modifications like baby talk. Stages of acquisition include babbling, one-word, two-word, and beyond two words. Order of acquiring sounds, vocabulary and grammar is discussed. Research focuses on production. Acquiring a second language differs from first in context and motivation can be instrumental or integrative. Te
Language Development
Looks at language development in Middle Adulthood. Tackles the question, "Why is it harder to learn a language as you get older?"
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Chapter 5 observing learning and teaching in the second language classroom
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This document outlines the Victorian Teaching Profession Code of Conduct and what it means to the author. It discusses the key principles of professional conduct, personal conduct, and professional competence that teachers are expected to uphold. Some of the main points covered include: treating students with respect and dignity, maintaining appropriate relationships, being collaborative with colleagues, engaging with parents/guardians, and continuing professional development to stay knowledgeable in their subject areas. Overall, the Code of Conduct establishes guidelines to ensure teachers act ethically and prioritize student learning and well-being.
My experience
1) The author struggled to balance being friendly with students and maintaining authority, originally allowing disruptions.
2) Observing a strict teacher whose students behaved well and learned a lot inspired the author to be more authoritative.
3) The author started enforcing consequences for talking during lessons, taking time from students who disrupted, which improved the learning environment while maintaining good relationships.
Pedagogical methods
1. Direct instruction involves explicit explanations from the teacher in a structured format. It is effective for new subjects, facts, or low-achieving students but can be boring and rely heavily on the teacher.
2. Discussion allows students to consider different ideas and perspectives through questioning and arguing. It enhances knowledge and skills but may stray off topic if not properly structured and facilitated by the teacher.
3. Small group work allows students to collaborate in solving problems or examining topics. It enhances social and communication skills but the workload must be evenly distributed to avoid some students dominating or not participating.
My first experience with assessment wrriting
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Reasons for learning french
Learning French has several benefits. It is one of the most widely spoken languages internationally and can open doors to employment opportunities. Understanding French can also help with English literacy and provide cultural insights. Mastering French may aid participation in international organizations and joint commercial ventures between countries like France and Australia.
A critical moment during practicum
This document discusses appropriate task development and classroom management for independent learners. It summarizes an observation of a Year 7 Social World class where tasks were well-designed to promote independent learning. The tasks required students to research different religions in groups and present their findings, engaging higher-order thinking skills. The document also discusses how clear expectations and consistent enforcement of rules are necessary for an effective learning environment and student motivation. Overall, it argues that task design and classroom management are interrelated - tasks must be appropriately challenging, and management is needed to allow tasks to be successfully completed.
Lesson reflection final
Nancy Valley reflects on her lesson plans and teaching experiences during her practicum. She found that more time was spent organizing lessons than executing them, and that her estimations for time usage and activities were often inaccurate. However, she showed improvement over time in areas like choosing appropriate content, providing clear instructions, engaging different learning styles, and balancing practice time. Overall, she identified many skills that she needs to continue developing but felt she made progress in self-reflecting on her teaching and identifying deficiencies compared to best practices.
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The document outlines steps to build and maintain a positive learning environment. It recommends that teachers get to know their students' interests, strengths, and weaknesses. It also stresses the importance of building positive peer relations by encouraging respect for different perspectives. The document then describes privately speaking to individuals about respecting others or the impact of their actions. Students who harm classroom relations will be excluded from activities and work independently until choosing to contribute positively. Further issues would involve notifying coordinators and considering proportionate consequences. The overall approach focuses on an inclusive classroom built on respect rather than fear of punishment.
My learning syle
The document discusses the author's learning style based on various learning theories. It finds that the author learns best visually but requires reading and writing for more complex tasks. For higher-order learning, the author fits the "theorist" style from Honey and Mumford, enjoying analyzing structured theories. Experientially outside of school, the author follows Kolb's model, creating new linguistic rules from experiences. The conclusion is that learning style depends on the context, so universal categorization is flawed and teaching methods should vary based on student needs.
Examples of professional development 1
This document lists various professional development opportunities attended by an educator, including workshops on effective teaching methods and assessment, legal obligations, interactive whiteboards, and curriculum topics. Conferences covered the national curriculum, teaching techniques, and ICT in the classroom. Other events focused on setting the classroom tone, industrial rights, resume writing, and classroom management. A education expo featured sessions on health, whole brain learning, language programs, global connections, and history activities.
Learning styles and activities
There are many theories about different learning styles. The document discusses Howard Gardner's Theory of Multiple Intelligences which suggests that people have different types of intelligences such as musical, bodily, nature, logical, linguistic, interpersonal, intrapersonal, and visual intelligences. Teachers can use knowledge of students' intelligences to plan lessons incorporating engaging activities like listening activities for music smart students, roleplay for body smart students, experiments for nature smart students, and group work for people smart students.
Student typologies
The document describes four types of students: A students who are well-behaved and easily redirected, B students who are generally well-behaved but sometimes need explicit instructions and incentives, C students who are difficult but manageable with incentives, and D students who are very difficult, provocative, and require private assessment and potentially outside help to manage effectively.
Student assessment
Students can assess their own work in several ways, including setting goals and evaluating their progress, assessing their own skills and weaknesses to improve their learning, and reflecting on work portfolio pieces. They can fill out forms describing their piece, what they learned, and how they can improve. Students also proofread their own work using a guarantee sheet checked by peers to evaluate elements like their argument, referencing, and proofreading. Allowing students to write notes for parents on their reports encourages self-assessment.
Coping techniques
This document outlines various coping techniques for dealing with stress, including finding the underlying cause, adapting responses, and altering the problem or meaning. It notes the difference in how boys and girls typically cope, with boys more likely to engage in distraction, acceptance, or aggression while girls tend to seek social support or vent emotions. Positive coping strategies include seeking social support, problem solving, setting goals, taking action, focusing on positives, and maintaining a work-life balance and health. Negative coping techniques to avoid are worry, wishful thinking, drugs/alcohol, giving up, and self-blame. The key is developing a sense of control over the stressors.
Feedback
This document provides techniques for performance reviews and parent-teacher conferences. For performance reviews, it recommends the SWOT analysis, sandwich feedback method, competency mapping, and self and peer assessment. For parent-teacher conferences, it suggests asking students what they want shared, bringing student portfolios, starting by listening to parents, facilitating student-parent discussions, and taking notes. The overall goal is for everyone to be on the same page about the student.
Inclusion
The document discusses creating an inclusive classroom that meets the diverse needs of all students. It outlines some of the different learning needs of students, including those from different cultural backgrounds, gifted students, and students with disabilities. It emphasizes focusing on what students can do and providing accommodations, modifications, and adaptations like independent learning plans and flexible assessments to help all students feel included. The goal is to create a classroom environment that provides support and challenges for all types of learners.
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Second language learning
- 1. Language Components to be taught implicitly or explicitly Phonology – sound system Semantics – meaning Morphology – units of meaning (i.e. roots and suffixes) – vocabulary diversity Syntax – rules for use (i.e. grammar) Pragmatics – appropriate uses Situation/Cultural awareness (dialect, formal/informal Second Language Acquisition Considerations - Can be stressful and takes a long time -Can affect competency in first language -Whether the parents speak the first or second language impact language acquisition -Linguistic awareness begins in middle. This is where children begin to take notice of previously implicit elements of language -There is a hierarchy of status concerning languages (French/English are high status) -Literacy skills in a first language can help with second languages and vice versa -Ability to read helps other abilities -Older children learn better than younger children -When you learn a language in school it is often more pure and formal than would normally be used -Translation may be used for communication, but ideas learnt in one language can be transferred independently. - Language is part of identity. Learning a second language will affect one’s identity -Native speaker are a valuable resource -Language is vital for literacy and numeric development, which are necessary for further learning Teaching and Learning Tips Allow students to hear – develop components Explicitly need to teach about irregulars Riddles, rhymes jokes help linguistic awareness Look at multimeanings and constructing meaning Encourage children to think and talk about new concepts in their native language to help with new concepts
- 2. Involve parents in the class, if they speak the LOTE, encourage them to use it at home to help their child learn Consider the students needs and abilities, find relevant and adequate resources for learning Build on what the students know in their native tongue