Proficient Homework

An example of language learning is teaching ELL students English, there are a set of rules- vocabulary, grammar etc. that must be applied to develop the skill. Language learning and language acquisition are not opposites instead they complement each other.

Respond in 100 words with in-text citations and references

1. Response to Courtney

elements of the language so they are able to break it down and teach in a way that students will understand without offending their culture or ethnicity. “Teachers play a critical role in supporting language development. Beyond teaching children to read and write in school, they need to help children learn and use aspects of language associated with the academic discourse of the various school subjects. They need to help them become more aware of how language functions in various modes of communication across the curriculum. They need to understand how language works well enough to select materials that will help expand their students’ linguistic horizons and to plan instructional activities that give students opportunities to use the new forms and modes of expression to which they are being exposed.” (Filmore, Snow, 2000) It is very important for teachers to strategize and support our students to ensure success and to always have that parent involvement because they can work on strategies at home as well as school.

Filmore, L. W., & Snow, C. (2000, August 23). What Teachers Need to Know About Language. Retrieved January 28, 2021, from http://www.elachieve.org/images/stories/eladocs/articles/Wong_Fillmore.pdf

2. Response to Gloria

Teaching ELL students will take patient and training to deliver instruction in a manner that is considerate of the new material students will be learning. The English language is different from what they have known and use the same approach they would use when teaching basic language skills to other students. Starting with reading material that has a connection to familiar subjects like families, places they have heard of while introducing a few new words and sounds. Beginning with words that have sounds that are like words the already know could help them transition to new words. Teachers should maintain a structured learning environment to allow students to focus. Using textural cues and illustrations with open questions for students to answer demonstrating what they are learning gives them an activity to share with classmates. Visuals are a great teaching tool for developing students they encourage creativity, and let students use their imagination which is something all children enjoy.

Students can experience some anxiety related to the changes in their home dynamic, new scenery, different foods and the need to fit in an unfamiliar place. These can contribute to barriers while learning and teachers should be prepared for behaviors related to those factors and mild re-direction can help ease some of those frustrations. A well-prepared lesson plan with activities and technology can help give ELL students interesting lessons that keep them engage and learning.

Deussen, T. et al (2019) What Teachers Should Know Instruction for English Language Learners Retrieved from https://educationnorthwest.org/sites/default/files/resources/what-teachers-should-know-about-instruction-for-ells.pdf

3. Response to Jared

Processed in two separate parts of the brain, language acquisition and language learning is a natural process that ELL students must be taught by teachers. The unconsciously learned language, which is learned through exposure is language acquisition. This process is done with good communication and does not need a systematic type of study. Language acquisition is the part of the language that is considered the communication aspect (Foppoli, n. d.). The instruction of language is the and the rules of language go together.

When students are learning a second language, this process is nearly the same as when they learned their native language. The goal of learning a new language is to have oral instruction, vocabulary, reading, and writing (Krashen, 1988). When using any grammar guidelines, this should be in the context of what text is used in learning the language. Language learning uses memorizing techniques, grammar guidelines, and writing sentences. Language learning will help these students with testing skills but does not work as well with developing communication skills.

Foppoli, J. (n.d.). Language Acquisition vs Language Learning. Retrieved from www.eslbase.com: https://www.eslbase.com/teaching/language-acquisition-vs-language-learning

Krashen, S. D. (1988). Second language acquisition and second language learning. UpperSaddle River, NJ: Prentice-Hall.

4. Response to Cecile

The ability to use language is an innate skill. “Language acquisition is an innate, natural, predictable process occurring in normally developing children” (Krashen & Terrell 1983). Language acquisition is a natural way of speaking. Language acquisition can occur through communication and social interaction or it through study, help of instructor or other assistive devices. Language learning involves the students consciously accumulating vocabulary and grammar knowledge in the classroom. These students most likely will not develop the same level of proficiency in the new language as those who acquire it. This is mainly due to the interference of their first language. However, some students are able to surpass the native speakers in reading and writing but not in speaking.

Example of language acquisition is if you were born in China to parents who spoke mandarin, you would naturally speak mandarin. This is applicable to the native language a child is taught. When a native tongue is learned there are no vocabulary rules to memorize or textbook to study.

An example of language learning is teaching ELL students English, there are a set of rules- vocabulary, grammar etc. that must be applied to develop the skill. Language learning and language acquisition are not opposites instead they complement each other.

References

Goodrich, J., Lonigan, C. & Farver, J. (2013). Do Early Literacy Skills in Children’s First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer. Journal of Educational Psychology. Retrieved from: https://eds-b-ebscohost-com.lopes.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=1&sid=288c8ddc-e1a1-4938-9ba8-472d05f028c4%40pdc-v-sessmgr03

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