The CAPS strives towards a classroom environment where learners are able to work as individuals as well as part of a team. Constructivism states that learners should participate in cooperative learning so that they can be able to learn from their More Knowledgeable Other (2016:61). The CAPS promotes the use of different communication methods in the classroom in order to teach efficiently. In addition, teachers should make use of visual, symbolic and language skills simultaneously. Constructivism promotes the use of technology in the classroom in order to support teaching (2016:98).
Educators should strive to become aware of the linguistic values and attitudes implicit in and our classroom discourse (Sayer, 2008). By allowing students to use home languages, educators promote pride in learners’ ethnolinguistic identities and teach learners how to use their linguistic toolkit for academic content learning. It is important to consider the new millennium demands educators and learners not only becoming bilinguals but becoming biliterate. Biliterate individuals are distinguished by being advanced bilinguals who are proficient at communicating in two languages in terms of literacy skills, that is, reading and writing. Then, educators and learners need to adopt a lens which makes them recognize and build translanguging practices in today’s classrooms; in few words continua of biliteracy.
It is not only reflecting on every aspect of communication, language or learning, but taking action in dealing with each aspect during the teaching learning process in language or bilingual education. One of the main concerns administrators have or should have is providing learners for better opportunities for developing proficiency in a language in order to do well in school. To support the above, monolingual and bilingual teachers should be instructed in developing communicative competence and language teaching strategies and skills to help learners reach their
(2010, p. 170) defines translation as “the creation of text in a second language having the same meaning as the written communication in a first language”. She adds that it requires not only dealing with various kinds of texts from literal to idiomatic but also
In spite of the limitations, the process approach offers noteworthy data about how the reader, the text and the context interact and impact the construction of meaning. The process approach also integrates the three aspects of teaching reading -teaching, assessment and feedback- into an on-going process. Hence, the process approach is a reasonable approach to continuous classroom assessment and to a teacher who wishes to
There are characteristics identified by Richard and Rogers (1986:71) “The primary function of language is for the interaction and communication function of language. The structure of language reflects its functional and communicative uses. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.” The Communicative Language Theory means that teaching has to be student-centered. This suits the CAPS document because (2011: 8) “Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is.
This book by Christine C. M. Goh, The Understanding of the Role of SIOP in Language Instruction and Learning, gives accurate fortitude of whether to go on or propose supplementary instruction, and that support is the answer to a successful assessment and instruction. This is actually very essential for the success of ELLs. However, in another case, educators should also keep in mind in incorporating review and assessment into their daily lessons with these students in order to assess student learning per se, and their ways on effective teaching. The participation of effective sheltered instruction absorbs re-evaluating essential ideas, supplementing constructive criticism in the course of explanation, and creating instructional decisions based on student responses are considered bright
Influence ICT tools use in language learning to improve communication skills in Arts and science colleges *Dinesh P, **Dr. J. Karthikeyan *Research Scholar, Department of English, School of Social Sciences and Languages, VIT University, Vellore. **Assistant professor (Senior) in English, School of Social Sciences and Languages, VIT University, Vellore. Abstract A resourceful English language teacher to equip with using variety of ICT tools is desirable in English language as a second language classroom. The challenges of language teacher instruction increases when prescribed English as a second Language with the help of course materials are constituted with too many interactive language proficiency activities. Most importantly ICT as a common
On this basis, for the English teacher, teaching will mean connecting his students with new cultural realities. We can speak about a “dynamic process of interaction” in which the students are allowed to develop their own interpretations from the establishments of reciprocal relations between the mother culture and that of the language they learn. It is important to note that the classroom and the foreign language class is a socio-educational space that favors interactions and the mobilization of cultural knowledge. As Bruner (1997) states that the classroom is not only a place to learn certain things, to acquire the “toolbox” through culture, but to build one’s self-image. Now as an educator, I begin to understand that by penetrating culture, the child not only takes something from culture, assimilates something, instills something from outside, but also the culture itself re-elaborates the child's natural behavior and remakes in a new way the whole course of development.