Information and the world of tomorrow. Why all this matters. It cannot be seen or touched.
Emphasize listening comprehension by using read-alouds and music. Use visuals and have students point to pictures or act out vocabulary. Speak slowly and use shorter words, but use correct English phrasing.
Model "survival" language by saying and showing the meaning. For example, say, "Open your book," and then open a book while the student observes. Gesture, point and show as much as possible. More advanced classmates who speak the same language can support new learning through interpretation.
Avoid excessive error correction. Reinforce learning by modeling correct language usage when students make mistakes. Early Production Continue the strategies listed above, but add opportunities for students to produce simple language.
Ask students to point to pictures and say the new word. Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers.
Model a phrase and have the student repeat it and add modifications. Teacher says, "This book is very interesting. Reinforce learning by modeling correct usage. Speech Emergent Introduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary.
Introduce new academic vocabulary and model how to use it in a sentence. Provide visuals and make connections with student's background knowledge as much as possible. Ask questions that require a short answer and are fairly literal.
Introduce charts and graphs by using easily understood information such as a class survey of food preferences. Have students re-tell stories or experiences and have another student write them down. The ELL student can bring these narratives home to read and reinforce learning.
In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page. Provide minimal error correction. Focus only on correction that directly interferes with meaning.
Reinforce learning by modeling the correct usage. Beginning Fluency Have students work in pairs and groups to discuss content. During instruction, have students do a "Think, pair, share" to give the student an opportunity to process the new language and concept.
Ask questions that require a full response with explanation. If you do not understand the student's explanation, ask for clarification by paraphrasing and asking the student if you heard them correctly. Ask questions that require inference and justification of the answer. Ask students if they agree or disagree with a statement and why.
Model more advanced academic language structures such as, "I think," "In my opinion," and "When you compare. Re-phrase incorrect statements in correct English, or ask the student if they know another way to say it. Introduce nuances of language such as when to use more formal English and how to interact in conversations.
Have students make short presentations, providing them with the phrases and language used in presentations "Today I will be talking about" and giving them opportunities to practice the presentation with partners before getting in front of the class.
Continue to provide visual support and vocabulary development. Correct errors that interfere with meaning, and pre-identify errors that will be corrected in student writing, such as verb-tense agreement.
Only correct the errors agreed upon. You may want to assist in improving pronunciation by asking a student to repeat key vocabulary and discussing how different languages have different sounds.Learn why the Common Core is important for your child.
What parents should know; Myths vs. facts. The Purdue University Online Writing Lab serves writers from around the world and the Purdue University Writing Lab helps writers on Purdue's campus.
Language acquisition vs. language learning There is an important distinction made by linguists between language acquisition and language learning. Children acquire language through a subconscious process during which they are unaware of grammatical rules. In second language acquisition, knowledge of the first language serves as the basis for learning a second language.
As a result of this, there may be both positive and negative transfer between the first and second language in second language learning. This essay seeks to explore and discuss in detail one individual learner difference in second language acquisition, which is motivation.
Apart from defining the term, regarding different authors, the essay will also include the analysis of the various types of motivation, as well as, the role motivation plays in second language classrooms.
Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.