The K-12 Curriculum Guide in English stipulated the principles of an effective language arts and multiliteracies curriculum. One of these is it draws on informational texts and multimedia in order to build vocabulary and strong content knowledge. It is in this light that all of the words covered in the experiment were taken from the required literary texts in Grade 7 English. With this, the learners were helped in adding their vocabulary which in turn they used in understanding the texts that were required to read. This followed the integration language teaching
In the first extract, the head teacher uses both languages to speak to the diverse audience, to convey the message about school openings and closings. In the second extract from another Gujarati class in another school bilingualism is viewed as an instructional strategy intended to clarify the pedagogic task, where teacher gives students a pair work and students are clarifying the task with teacher before getting down to work. In the third extract, the use of both languages is the interactional pattern between the teacher using English, while the student insisting on Gujarati. In the fourth extract, bilingualism, observed and interviewed from the Mandarin school in the Chinese case study where the teacher does storytelling, is intended for engaging students, clarifying the conveyed message that is not achievable through the L2 and for questioning and challenging the story. The fifth extract comes from the same Chinese school, where the aim of bilingualism is to make a bilingual label quest, where translation method performs a strategy of accomplishing one task before passing to another one.
Teacher helps learners to express and respondto their cultural learning experiences. Learners move through the stages of learning cycle building skills, developing cultural behavior, discovering cultural explanation. The teacher’s role in the learning cycle is crucial as it can to a great deal influence learner’s attitude towards culture learning. Teacher needs to establish a good working relationship with learners, “creating an atmosphere of mutuality and respect”. Teacher should share his or her own cultural experience with learners in order to help them enter another culture.
5. Involvement of speaking and listening session helps children to develop oral skill and literacy skill. By listening to story, children can develop new range of language, such as learning new phrases, speeches and grammar. 6. Children can retell and modify the story into their own, which may help them to understand more and remember the story.
The purpose of using the two questionnaires was to find out first, to what extent teachers and students are aware of the role of foreign culture in language learning and teaching; second, to what extent are teachers aware of the strategies and techniques of teaching foreign language culture and how do students benefit from it? The study revealed that first, both students and teachers do believe that culture and language are
Seeing as learners in a classroom may originate from a variety of home languages, teaching English as one of the official languages of the country may hold some obstacles. It is therefore of utmost importance that educators know how to create language scaffolding which learners can use to understand and learn English. Educators also have to be aware of the different ways they can support learners during this process. In this assignment the writer will be investigating this matter to
In Terengganu dialect, the most obvious one is when nasals are neutralized to velar nasals, especially bilabial [m] sound and dental [n] sound (Mansor, Mansor, & Abd Rahim, 2013). For instance, the words makan is pronounced as makang, malam as malang, jangan as jangang, and kawan as kawang. The [m] and [n] sounds are pronounced as [ŋ] sound after going through neutralization process and it happens all the time in Terengganu dialect. Other than that, there are also words that do not exist in Standard Malay language but in Terengganu dialect (Mansor, Mansor, & Abd Rahim, 2013). For instance, pitih (money), sokmo (selalu), se (satu), and tubik (keluar).
This is a challenge for the students enrolled in English programs. Osada (2004) reported that listening as a complex mental process, involves perception, attention, cognition, and memory. Comprehending speech in a foreign language is a very difficult activity for language learners. While listening to a foreign language, most of the language learners face difficulties. In order to help students improve their listening ability and solve their listening difficulties, language teachers need to understand students’ listening difficulties in comprehending spoken texts, and teach effective listening
It is further vital to acquire the language skills that will enable people to apply in their daily social lives. According to the African National Congress (1994:68), language plays an important role in thinking and learning. It is therefore imperative for the learner to learn the language. Teachers must therefore regard themselves as language teachers irrespective of which learning area they offer. 2.3 THE ROLE OF LANUAGE IN EFFECTIVE LEARNING AND TEACHING For Heese and Orr (1995:112), language is the combination of words, which assists us to express our thoughts.
Mother Tongue-Based Multilingual Education (MTB-MLE) refers to first-language first education that is, schooling begins in the mother tongue transitions to additional languages particularly Filipino and English. It is meant to address the high functional illiteracy of Filipinos where language plays a significant factor. But, MTB-MLE is only for Kindergarten, Grade 1, Grade 2, and Grade 3. According to House Bill No. 1339 by Rep. Gerald Anthony Gullas, if we want to have greater competence in English, and be in a position to take advantage, or compete in a globalized world, English must be used as the medium of instruction from Grade 3 onwards.