In allowing ELL students to use their native language they have the ability to ask questions in both the language they are learning and the one they are completely comfortable communicating in which is beneficial to their ability to learn a new language with the understanding they already have of their native language. With bilingual classes, both ELL students and English speaking students can work in the same
356), this proves that our priorities are focused elsewhere and not on our language and culture. This compares to the previous article because without proper funding we are lacking the ability to learn, therefore having to teach ourselves; which leads to improper learning. In “Do You Speak American” Macneil says, “ You do have to be bilingual in this country, which means you can be very adept at slang”(MacNeil Pg.311), this goes against the first two articles because it is basically saying that you have to do be very fluent in slang but if we were educated in proper English then we would not know
However, there are some obvious reasons why pronunciation is not often taught in the classroom. The reasons include lack of class time or general uncertainty of teachers’ own pronunciation skills. Students find difficulty in learning and differentiating between British English (RP) and American English (GA). They find themselves unfamiliar with or indifferent to the kind of English they would like to acquire. When introduced to both kinds of English, students perceive British English as formal and conservative.
A sufficient amount of input can promote language output. Effective input is to ensure the output of language . A large number of input and valid input are two prerequisites of immersion English Acquisition. Teachers are the most direct English input source of children, the main exchange object in children’s immersion time, the source of English intuition and English language experience of children, and the creator and leader of children’s English language environment. Improving the effectiveness of language of teachers is good for improving the effectiveness
This made an such a profound impact on her language that she did not perform as well in English as she did in science and math classes. Her teachers decided to steer her away from English, and the possibility of her becoming a writer shrank significantly. This is often true for many who end up speaking a non-standardized English in the United States; they are seen as unable to do certain things such as become writers or public speakers. Only when these non-standardized English speakers trains themselves to speak “perfect English” are they seen as successful “scholars of English or literature” in the eyes of the public. 6.
It was estimated that between half and two-thirds of the world’s population is bilingual. The fact that a large percentage of the world’s population is bilingual is because there may be no realistic way to be monolingual (Macrory, 2006). Therefore, as the number of bilingual students increases in classrooms around the world, educators at all system levels and across diverse settings
This program in theory would very beneficial to a lot of English language learners but the way the course is set up the main focus is not teaching the students content rather than teaching them english. Due to this students are falling behind with learning and don’t have the same opportunities to do as well in school as non ELL students. The bilingual education system doesn 't offer English language learners the same opportunities english speaking students get, the standards for English language learners do not promote their improvement of content retention therefore causing lower test scores, a separation between peers and cause an inequitable system. Bilingual
Most of the time, languages or accents are closely related to a person’s places of origin and cultural background. A Primary or Secondary School’s management may reluctant to hire any teachers who are of Indian or Sri Lankan descents to carry out English classes due to their accents and ethnicity. Mainly because they believe Indians often speak with a heavily accented English. This is generally pure discrimination and prejudice towards a certain group of people. We may have Indians or Sri Lankans who are born and raised in United Kingdom or New Zealand who speaks perfectly good English.
Aural means related to sense of hearing and oral related to verbal communication. Surely when the student is getting better in both listening and speaking they will reach communicative competence. Communicative competence refers to the level of language learning that enables language users to convey their message to others and to understand others’ messages within specific context (Hymes, 1972). Of course to reach this competence, both listening and speaking improvement is really needed. The Aural-Oral approach is very effective to be implemented in English Language Teaching in case to build communicative competence of student.