This paper will report observations in a primary school that embraces multiculturalism and multilingualism and analyzed according to theories and to its compliance to standards and policies for implementing English as an Additional Language. Learning a second language is one adaptation skill…
The physical environment of the school and classroom Upon entering the school, a large map welcomes people with the sign that read: “Welcome to our school. We come from all over the world and we speak 27 languages”. For each language, it was connected to the country of origin as indicated in the map. This sign gave a very warm welcome to anyone who visited the school no matter what culture he or she comes from. An IT room is available for any EAL learner to use whenever one needs to consult a computer for spelling or grammar or anything that pertains to the English language. This additional resource to support their learning is another indication that the school anticipates learners’ needs and provides them when called for. The classroom observed had a big inflatable globe which represents a wide range of diversity is accepted there. The children can freely explore the globe and search for their own countries and link it to their native language. A trained EAL teacher was employed by the school to help facilitate the cognitive, language and literacy development of foreign children. Adults play a huge role in the language development of children, as they need someone who uses simple language in correct form and is flexible enough adjust his language to suit the child’s (Clay, 1988). Having a good second language teacher is essential to learning the language more fluently. The researcher does not discount the fact that imitation of proper pronunciation and intonation is necessary. Hence, learners should have attentive ears and retentive minds, and of course, cooperative tongues to be able to speak fluently in such language. Children also need opportunities to practice speaking and listening to the second language outside the language lessons, so that...
This paper approves that in EAL, scaffolding comes in three forms, One is scaffolding by adults by making their expectations clear by sharing learning objectives and criteria for success with the students by way of modeling and demonstrating the English language, ‘recasting’ of the children’s language from their L1 and providing them with opportunities to use their whole language repertoire to aid them in understanding their L2. The teacher may also use scaffolding through visual support, via pictures, props, models, frames and language prompts, graphic organizers, diagrams, maps, plans and essentially all the print and picture cues they put up in the environmental setting.
This report makes a conclusion that the numerous issues on second language learning, especially English, only prove that it is creating much impact on the development of children from diverse cultures. More and more people consider its advantages and possible disadvantages. Such amount of attention is worth it because people think up of ways on how to maximize its benefits. Learning another language apart from one’s native language helps children be ready to be highly competent in an increasingly globalized world. However, although they become bilingual, it should not be forgotten that they also become bicultural, and learning of one language and the culture that goes with it does not mean forgetting their original one. Teachers should take into consideration that their non-English speaking students should learn English in both its context and language elements so the students gain a better understanding and appreciation of the English language. ...
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(“Policy And Practice In the Education of Bilingual Children Essay”, n.d.)
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(Policy And Practice In the Education of Bilingual Children Essay)
“Policy And Practice In the Education of Bilingual Children Essay”, n.d. https://studentshare.net/education/30967-policy-and-practice-in-the-education-of-bilingual-children.
The number of children joining schools in their early years, with English not their first language is increasing. All stakeholders in the educational sector work together to make learning for these children successful. It is often thought that bilingual children growing in English speaking countries live in two different worlds.
It is not uncommon to see foreign children in English schools learning the English language in addition to their first language from their home countries. The government has thus come up with a document to guide educators in helping such children. The “Rationale for Planning for Children Learning English as an additional language” (DCSF, 2008) recognizes the importance of children’s first language (L1) and that it can be used to aid them to learn English as an additional language (EAL) or any other language for that matter.
The processing of cognition has consequences that come about due to bilingualism or multilingualism. Therefore, all perennial questions concerning bilingualism revolve around the relationship and connection between two different languages in the same mind.
According to the paper language is an important dimension of the skill levels of immigrants relevant to the labor market, and hence influences both their economic attainment and their impact on the economy. Moreover, language plays a vital role in the social adjustment of immigrants and in the social and political cohesion both within and among groups. Language is a major determinant of how far an immigrant is to progress in every facet of life.
According to the paper bilingual pupils have an acquaintance that they cannot articulate ideas in English. During a practice as a teacher in Tower Hamlets Primary School, it was noted that the teacher’s assignment is to tap into the pupils’ accessible comprehension and familiarize with it as the groundwork for their teaching strategies. Using bilingual pupils’ home language and cultural background in the teaching and learning atmosphere is a vital initial approach.
In fact, between 1980 and 1990, there were about 59% immigrants who did not speak English and 93% of this portion rose to spoke English very well (Waggoner, 1995).
In June 1998, voters in California were asked to consider initiatives to ban the use of foreign languages in the instruction of younger children with limited English proficiency that added sparks to the already controversial issue.
However, his brilliance, does not equate to his being right about the lack of need for a bilingual education. Even though his argument against bilingual education is based on personal opinion, rather than scientific fact, Rodriquez is neither a fool nor dupe.
Proposition 227 is a law passed in California in 1998 whose main objective was to ensure all children in public schools be taught in English. According to the proposition, English learners whom it defined as children whose native language is not English would be placed in temporarily in transition classes for a period not exceeding one year.
This paper will focus on and analyse Cummins’ 1986 empowerment theory and linked to related literature and observation and policy of present bilingual education in the UK. This paper will demonstrate an understanding of the policy and practice in the education of bilingual
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