It is important to have an understanding of what language is, what learning is as well as what teaching is. Knowledge of how a student learned their native language can provide guidance on how the students’ will acquire their second language. Krashen and Terrell state that there is a “difference between learning and acquisition of language”. Learning is knowing about the language and is a formal knowledge process. The learner is conscious that the language is being taught.
People tend to want to group themselves based on people that are of their same culture. Bias about another culture can cause people to not want to associate with particular races. In many school systems, cultural differences are not being represented in the curriculum which causes students to not understand the importance of understanding and respecting other cultures. Educators need to take the time to encourage unity between students of different races. Classroom activities should allow students to work together in diverse groups.
Student say that acquiring vocabulary in a second language is very difficult, using their native language is an instinct, therefore they lack confidence in using a second language to communicate with others. Sometimes it is not easy for students to find the words when they are asked to speak in class. They avoid participating or take their time to build ideas in their mind, searching for the right words to answer. “Vocabulary learning is an essential part of foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms. It is also central to language teaching and is of paramount importance to a language
Because of the cultural differences and the differences in the education system, there is often a teaching-learning style conflict. The conflict occurs when the teaching style does not suit the learning style of the learners. It is very important for a teacher to get to know its students and adjust its teaching method and techniques in a way that they suit the learners’ needs. In the East Asia, the conflict occurs because the East Asian learners prefer the teacher-centered method; they are used to the traditional way of teaching. In Croatia that is mostly also the case.
Self-Assessment According to Anderson & Madigan (2005), the first strategy or step that should be taken in creating a culturally responsive learning environment is teacher self-assessment. A teacher needs to assess their personal culture to learn how their own values and lifestyles may create biases towards other cultures. Once a teacher has familiarized themselves with their own prejudices, they can work on ways to embrace different cultures and create a learning environment that encourages success for diverse students. Classroom
The beneficiaries of this study are; Ministry of Education, teachers teaching English Second Language and learners. The Ministry will conduct in-service training workshops to help the teachers to acquire knowledge and skills. When the English teachers are well equipped on pronouncing English words, they will be in a position to help learners to improve on pronouncing English words. Learners will acquire the knowledge from teachers in English lessons and utilize the methods that will help them to improve their
I can also see how confusing it could be when learning academically as well. Learning a language is one thing but understanding what the text is trying to portray is a whole different, more complex skill. As future educators, it is so important for us to keep this in mind when teaching English language learners. They may be able to read and pronounce words, but we must make a point to reassure ourselves that they understand what they are reading/saying
So, it means that for reading comprehension, it is not only about the ability to read the individual words and know the meaning, but it is about understanding the whole passage as well. Reading comprehension is known to be important because even though it is almost a complex thing as it requires our understanding, but it will be very beneficial especially to be used in peer teaching strategies. Pupils can discuss among themselves the ideas they got based on the passage they read. Besides that, Ylvisaker (2006) has also stated that reading comprehension is seemed to be important for pupils to learn as it has a very close connection with listening comprehension but still reading comprehension skill is much
Perhaps, this is because these visual devices make possible to see connections between aspects of the information that are not obvious in a linear form, such as an outline or a narrative. The structure of these tools resembles the construction used by the brain to organize information. As far as methodology is concerned, this paper intends to show how teachers can take advantage of these mnemonic strategies in their classes. This does not mean that mind maps should be used in every single activity students perform, but instead of that, some methods are employed to show how mind maps can be utilized to hone productive as well as receptive skills in the English
Reading about CLT made me conscious of its potential for addressing the difficulty in communication that my students had and this is what led me to search about the principles that I've chosen. I will give my own perspective on the use of authentic language, use of games and expressing thoughts and ideas in EFL classrooms. Additionally, I will offer evidence to support my position from literature. My choice of principles is showed in appendix 1. I believe that understanding these principles would allow me to support my learners effectively in their attempts to speak English.