Sunday, February 24, 2019
Language Acquisition Theories
It is reported by Waggoner that one in six join States adolescents between the age of 14 and 19 expresss a foreign spoken communication at home besides face. Some schools expect these children to speak position fluently and at a rapid pace. They also cause this secluded expectation that there leave be no interference with their faculty member progress in the classroom. The information that is taught to side style scholars is prolific in words and phrases. This can at times become baffled ascribable to the literal and analogical vocabulary of words. Children who are fluent in slope have a solid understanding of those figurative phrases.Lazar, Warr-Leeper, Nicholson, and Johnson (1998) reported that 11.5% of lessons taught in the classroom contain figurative diction and instructors manipulation idiomatic looks in one out of ten words theatrical role when teaching in the classroom. Idioms are very difficult for English spoken communication bookmans to reiterate. Oft en the English verbiage learner also has difficulty understanding figurative actors line in the social setting.Figurative quarrel is indeed a needed circumstances for the English language learner steering. These students must have the appropriate reading so that they can master the difficult task of speaking, reading, and writing a foreign language to them which is English. Palmer and Brooks (2004), states that if the English language learner is uneffective to understand and translate figurative language this will cause a disruption to their comprehension, which will cause frustrations and may hinder the student from deficient to become a reader of English.Classroom teachers must scaffold their instruction for the English language learner. The lessons must consist of comprehension strategies that are fostered around figurative language. This may have some challenges for the classroom teacher because the English language learner is diverse with a broad range of cultures and linguistics in the classroom.Alejandros ObservationAs a classroom teacher who possesses students who are English languagelearners I could relate to some of the issues concerning Alejandro. According to MacGillivary and Rueda (2001), children equal Alejandro will serve well their parents who speak a little English and those who dont speak English at all to translate for them any and everything that pertains to school, the doctor, or near everyday situations that may require English. Alejandros teacher take a shitd appropriate and purpose-made lessons for him. These lessons were tailored around figurative language.This teacher modeled explicitly taught him how to translate words and phrases into English and also how to decide what the meaning is when it pertains to consideration clues. Alejandro is instantaneously able to fade in both globes English and Spanish.Strategies for Figurative LanguageExplicit counselAccording to Palmer and Brooks (2004), figurative language interp retation is based on students schemata therefore, direct, or explicit, instruction is often needed to provide the knowledge essential to understand not only the figurative language expressions but the context surrounding them as well (p.375). When the English language learner receives instruction that is clear and direct this will aide those students who may not be familiar with figurative language. This will also help them students who possess a limited knowledge to recognize figurative language.Connections to the Real WorldWhen the English language learner uses figurative language in their communities they create this connection that allows them to communicate naturally. Tompkins (2002), states that children who are English language learners have challenges comprehending the figurative phases used in the actual world. He suggests that classroom teachers use hands on objects like posters created by the students that will show the figurative meaning of those phrases. Figurative lan guage can help the English language learner to see this world in a new light. It also magnifies their perceptions about the world. Dialogue in ContextEducators of English language learners should explain the importance offigurative language to their students. They should be aware of how this skill will be taught to them so they can create learning goals centered on figurative language. The classroom teacher should gearing her lessons on the different types of figurative languages and provide explicit examples of the phrases used in paragraphs and sentences. It is also recommended that classroom teachers connect context clues with the use of figurative language. victimization these context clues will allow the English language learner to cook meaning with the text.Modeling and Independent PracticeHow the English language learner grasps the concepts of figurative language depends upon their jeopardize ground knowledge and also what they have been exposed too. When the classroom tea cher models explicitly the strategies for figurative language and provides opportunities for the students to practice what was taught this will beef up their skills. These strategies should be modeled and practiced with students orally and written on a daily basis. The classroom teacher can use learning logs with the students during observations.VisualizationWith the use of illustrations provides the English language learner with a brighter interpretation of the figurative phrases used in the real world. Students can create literal pictures of the figurative phrases. For example, quick as a bee. Classroom teachers must keep in headway that the English language learner may need to communicate what was versed through pictures. This can be used for literal and figurative phrases.Use of the infixed LanguageThe English language learner who has a firm structure in bilingual education will achieve higher than those English language learners who have not had the opportunity for bilingu al education. These students are impelled to use their native dialect which will help them to comprehend English. The classroom teacher must remember their students who are English language learners are on several different levels which can create challenges. Because the English language learner is learning two combined languages, they will make gains from the skills they accumulated from their back ground knowledge.ReflectionThe strategies provided in this article can aid the English language learner when they have difficulty with figurative language in the real world and in texts. The background knowledge of the English language learner has an important role in how they comprehend figurative phrases. Once they have mastered this skill they can transfer what they learned to context clues. Having visuals for these students will support them in language arts. It is important that these students continue to speak in their native dialect. These strategies will give them a sense of acco mplishment which will inspire them to become proficient readers and writers.