First language acquisition is an interesting chapter. The chapter is talk about the first language formation processes in children. A child that does not hear,or is not allowed to use language will learn no language. In this section about the language acquisition schedule of children. During the first few months of life, the child gradually becomes capable of producing sequences of vowel-like sounds, particularly high vowels similar to [i] and [u].Four months: the first recognizable sounds are described as cooing with velar consonants [k] ; [g].
His narrative shows this support and how having instruction in Spanish and English allows him to have higher academics. In less than ten years, one third of students attending public schools will not know English when starting Kindergarten. Are schools and teachers ready for this and will push for bilingual instruction? Is America ready for this? As for now, there is mixed perspectives.
This means that learning outcomes are clear, learning experiences are designed to assist student achievement of those outcomes, and carefully designed assessment tasks allow students to demonstrate achievement of those outcomes. Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way (Ewell, 2000). According to Cox and Godfrey (1997) the process of utilizing assessment and evaluation within the context of education relates to the principles of good teaching and classroom management. Assessment and evaluation are necessary aspects of the teaching process because educational objectives are often very broad in their scope and, as such, are often vague. The teacher must therefore interpret these broad objectives and establish specific and tangible
The OECD Programme for International Student Assessment (PISA) survey takes place every three years, examining the ability of 15 year-olds from around the world about what they have learned and how they apply with that knowledge at unfamiliar settings. In a 2012 survey, Korea placed 2nd, 1st, and 4th in Reading, Mathematics, and Science performances (International student assessment (PISA) - Science performance (PISA) - OECD Data, no date). Although Korean students got high scores at the survey, Korean education is inefficient because it is not creative, focused on arousing competition and many students do not have their dreams. Lack of Creativity Korean education only focuses on delivering the contents, not giving any opportunity for students to think creatively. Eckerling pointed out that although Korean students ' motivation and academic achievement are high, they are not trained in thinking creatively and independently (`Korean Students Lack Creativity, no date).
More than half of the world‘s population is bilingual and many researchers are captivated to explore how language and thinking collaborate, that is, what cognitive abilities are affected by bilingualism and to what extent other factors like language proficiency and age of acquisition are predominant. In the early years of a child’s life the development of both speaking and reasoning occurs at an astonishing pace therefore such research has comprehensive implications on child development and education, and offers theoretical and practical benefits to human cognition. Just several decades ago it was widely considered that young chilren should not be exposed to two (or more) languages as this may lead to confusion and slower cognitive development. As a matter of fact, even nowadays many people still believe so. From historical point of view, one prominent study by Pearl and Lambert (1962) has started the rise of a new consideration of the young bilinguals, stating that these children actually outperformed their monolingual peers in a number of verbal and non verbal tests or in other words, bilingualism is an asset for a child.
in the past 10 years, much attention in second language learning research has been devoted to composing hypotheses and theories explaining crucial factors that may develop foreign language (FL) listening comprehension. Researchers have argued that listening comprehension ability can be taught and trained by using appropriate strategies (Chien & Wei, 1997; Chien & Kao, 2004). Research shows that learners do have their own listening strategies, and there are some differences in what they do in order to comprehend the listening text (Oxford, 1990). To be more successful listeners, Bacon (1992) maintained that listeners should employ a
Fairchild (2002) reports that at the point when low-wage understudies enter fifth grade they are up to two years behind their associates of higher financial status in perusing appreciation and perusing acknowledgment aptitudes.Arithmetic calculation was significantly more powerless to learning misfortune over the mid-year than perusing. Understudies are well on the way to overlook aptitudes kept up through reiteration for example, math certainties and calculation, while ideas are for the most part kept up at a higher level. In every one of the studies looked into there was a consistent decrease in accomplishment from third evaluation on. Understudies from low financial gatherings appeared considerably bigger decreases in accomplishment scores in perusing and dialect abilities than their
Because all learning is filtered through pre-existing schemata, constructivists suggest that learning is more effective when a student is actively engaged in the learning process rather than attempting to receive knowledge passively. A wide variety of methods claim to be based on constructivist learning theory. Most of these methods rely on some form of guided discovery where the teacher avoids most direct instruction and attempts to lead the student through questions and activities to discover, discuss, appreciate, and verbalize the new
Dodson who also experimented it on students and achieved good results. This method considered a combination of the direct method and the grammar translation method. It aims to make the learners bilingual- the ability to use two languages equally well. The Principles followed in the bilingual Method: The method utilizes the students’ language habits Sentence is the unit of teaching not a
Important experience and skills can be clearly added to students through some co-curriculum activities (Reaves et al., 2010). Nowadays, the knowledge is more valuable when applied in practice and not merely to score in exams in the classroom only. The co-curriculum course can be used as a medium for students to develop their interests and talents which may be limited in the curriculum (Mohaney et al., 2003; Jamaludin et al. 2009;