Chronological background to EAL teaching in schools Discussion of inclusion and integration of different cultures.
This literature review will be organised in chronological order. Firstly, the historical background for research that has taken place into data found from a school census will be considered. Secondly, the current context which research is situated in English schools related to English as an Additional language will be discussed. Thirdly, key terminology will be defined that will be used in the remainder of this research. Fourthly, research which extends and challenges initial thoughts will be addressed and any gaps that there may be in the field of research will be identified. Finally, evidence which supports practical
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The diversity of culture, society and language in England, is reflected in schools.
A variety of strategies, aims and recognition of successful outcomes in bilingual education have been proposed from the mid-1900s ( find more theorists Drury) which consider important factors that have an impact on pupils including the school they go to and the home environment which children belong to (social aspects and languages spoken around the child), importance of the minority language and educational aims in policies and legislations.
Theorists (Cummins 1970s and beyond, Krashen 1980s, Drury 2015). What have these researchers found? In chronological order. National Curriculum, report, report.
Since the 1900’s many theorists have carried out research into language development and many theories are still being used in the classroom to develop strategies which are highly effective in ‘Second Language acquisition’ (SLA). An example of this is Cummins’ (1981) Iceberg Model which identified two types of language proficiency. The first type is called basic interpersonal communication skills (BICS) and the second type is called ‘cognitive academic language proficiency’ (CALP). EAL children can take up to one – two years to gain BICS, and between five – seven years to gain CALP. Stage 1(about a year and a half) – beginner: starting to learn basic skills in English as a new learner
Stage 2 (up to two
In “Aria: Memoir of a Bilingual Childhood”, Richard Rodriguez discusses two educational philosophies regarding bilingual education. (main topic and support)
In the book Why Tesol?, it states that the major tenets of Cummins’ model of second language acquisition is the framework that focuses on the “distinction between social language and academic language.”Cummins suggests that academic language takes longer to acquire and social language is easier because it is in the “here and now”. Cummins’ Quadrant Model consists of 4 quadrants: Quadrant 1 - Social language; Quadrant 2 - Target language; Quadrant 3 - Target language; Quadrant 4 - Academic language. (p. 152). Although, there are many models of second language acquisition, I felt that Cummin’s model was a great representative of where Carlos’ second language acquisition has fallen behind. When beginning remediation with Carlos’ my first priority is to provide him with a solid foundation of academic vocabulary that will assist him throughout his learning experience. This process is beneficial when teaching content area. In order for Carlos to succeed in the classroom he will need to become familiar and be able to comprehend the content area. Before beginning each lesson I would have Carlos share his knowledge of the vocabulary words and academic language that is beneficial to the lesson. This will provide insight to see which areas I need to review and which areas he has a strong foundation in. Next, I would provide Carlos with various opportunities to obtain the vocabulary needed in each content area. To develop his vocabulary I would provide him with a guide prior to
The big ideas of this presentation is to inform us on the significance of Bilingual and ESOL programs. In these videos Peter Russe, whom is a Multi-Cultural Education Training advocate Co-Director, gives us a run through on the history of the programs and tells us about all the movements and acts that become our countries school systems multicultural education programs. He has argued many cases for education rights for minority children. Peter explains both sides of the table by telling us what they attitudes were on both sides.
This essay will demonstrate the research that is implemented on children with bilingual ability; discussing three main issues in bilingualism which is: the maintaining children’s first language, social and cognitive benefits, also why bilingualism should be in cooperated into school programming/curriculum.
Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.
It will also serve to provide the beginning stage of a more comprehensive action research study to allow me to meet her needs as best I can, which I will discuss in the conclusion. METHODOLOGY The objective of this case study is to describe, in terms of second language acquisition theory, this student’s language proficiency, especially through the lens of whether she will achieve the expected ‘C grade’ required of her for passing and matriculation. The key research question for this case study is, “What are the specific language-based and affective patterns that identify this child, and can they be described in an inter-related fashion?” My hypothesis is that such “thick description” (Geertz 1994) can be reached through two different but complementary aspects of second language acquisition theory by integrating the discussion along these lines: • Learner language analysis. Features and patterns are identified through a close analysis of Katie’s output: written and oral. This is matched to SLA theory, and ‘gaps’ between the target and achieved language will be identified. • Affective factors as revealed from choices in responding to prompts and the content of discussion from three interviews held with Katie.
Many people still debate the benefits of bilingual education. Even if the program were supported, there would be no way to insure that it has successfully achieved its goal. “The problem with this method (bilingual education) is that there is no objective way to measure whether a child has learned enough English to be placed in class where academic instruction is entirely in English. As a result, some children have been kept in native language classes for six years” (Hayakawa 577). Not only is there no way to measure if a student is ready to be out of the program, those students who were stuck in the program for several years infers the feeling of being out-casted. Children complain of systematically being segregated from their English-speaking peers being put in to the bilingual
Despite bilingual education’s apparent successes on paper, the transition from theory to practice determines whether the program will succeed or fail. An evidential reason of why bilingual programs fail in schools, particularly in the Australian context, is that they are treated as transfer bilingual programs, rather than the maintenance model (Harris, 1978). According to Harris (1978), transfer bilingual programs are when the Indigenous language is merely implemented as an efficient way of making students literate in English in
Review of Julia Järtby’s Essay; “ The Potential of Bilingual Eduation” by Sana Laajab The student creates a clear thesis statement, in the second sentence, explaining the benefits of bilingual education. The sentences are written in a clearly, providing the reader a comprehensive and simple understanding of the theme. It captures the reader’s interest, however only one reference is used, quite frequently, shaping the essay to become limited on the subject.
This situation also supports the statement of Lyon(1996) that children become bilingual across the world in many communities and this can play a major part in the families into which they are born, and in their later lives at school. Bilingualism occurs within complex, multi-layered context, but from the child’s point of view the family is where it all begins.
Judie Haynes’ article, “Stages of Second Language Acquisition”, clearly states five stages that a new learner of English may go through. In Haynes’ theory, there are five stages in total, and they are pre-production, early production, speech emergence, intermediate fluency, and advanced fluency. According to Haynes, new learners of English acquire language by going through the same stages. However, how much time each student spends at a particular stage may be different. Despite the different time length, the stages of people acquiring new language are worth discussing.
Many parents want their children to be enrolled in bilingual education programs so that they may receive the knowledge of the English language while at the same time keep their current and be active with their cultural heritage. Bilingual education is another avenue that needs to be explored by more school districts across the nation because children should learn that there are other forms of communication. High schools require their students to take a foreign language before graduating, so why is this form of bilingual education accepted; yet an elementary bilingual program is under constant criticism? Bilingual people are rewarded in today's society by the higher wages and better positions. The scorn of the bilingual education programs that
In this literature review I will be discussing studies that are in favor, not in favor, and neutral on bilingual education.
The need for bilingual education is not directly related to the need for the student to have a more pleasant learning experience, but based more on the increasing need for these individuals to learn about their heritage, how they can present themselves to others in different scenarios, and being knowledgeable in both languages at a dual equivalence. The key
Emerging English learners have a basic knowledge of English and also know other language or dialects. These students are more capable of participating in classroom tasks and contributing to discussions. However they still struggle with written and oral tasks and need a lot more concentration than those with English as their first language.