If students are taught in a language they know, they can learn more effectively; and it won’t increase their burden that they have to spend more time on extra schoolwork. Besides, students won’t lose their confidence and interest in school subjects. However, there is rising opposite voice to the bilingual education. In this chapter, some challengers claim that bilingual education cannot benefit students in acquiring English language proficiency; and bilingual education prevent students from using English. In this point, the author defends that the charge that bilingual programs make exclusive use of the primary languages of the LEP students is absurd.
The static phonological awareness task cannot identify EFL learners who may have trouble in learning to read or spelling. In fact, static assessment is often used by teachers based on its rapid and convenient features, but it is difficult to realize whether low language performance on a language measure is due to lack of language learning experiences or language learning disabilities. In contrast, the present study shows that the dynamic phonological awareness can provide EFL learners more opportunities to demonstrate their learning potential for early literacy success. Obviously, in the present study, most EFL students who lacking of English learning experience could truly try obtain assistances through the dynamic assessment of phonological awareness. If students did not make any progress during the period of dynamic assessment, they could consider in taking more accurate and specific diagnosis in relation to reading
High Impact is the second of a two-level course. There is no claim to a particular level, though the ‘blurb’ on the back cover states that group activity tasks are ‘useful for students of all levels.” I have reason to dispute this claim, as vocabulary knowledge and retention required for oral production activities varies with students’ level. The four Expansion Units throughout the course book, however, do recycle given vocabulary and expressions, allowing for extra structured focus. The context in which the materials are to be used. McDonough and Shaw make reference for distinguishing between teaching general learners and teaching English for Specific Purposes (ESP).
Any close examination of the modern approach to education will reveal that it is a culmination and refinement of teaching practices that have traditionally been followed in schools. This paper will make a case that holds that the contemporary practices carried out in schools do not take into account the design and functions of the brain. This failure to account for behaviours that are related to specific human needs and the conditions that ignite the drive to have them satisfied, creates a major impediment to maximising education outcomes. The core contention is: that a behaviourist approach to learning and behaviour management that is based on observation of a student’s use of cognitive powers alone, is destined to fail. This is not an
Literature Review The use of L1 in a foreign language classroom has been a long conversational issue in the field of second language acquisition. For many years, foreign language teaching has been dominated by the principle which asserts that teachers should aim to make maximum use of target language when teaching L2. Turnbull & Arnett (2002), found that while there is a consensus that teachers should use only the target language and avoid using the learners’ L1, there is no consensus regarding the roles that L1 can perform in teaching L2. Here opinions differ and could be seen in various theories which insist on the total exclusion of the L1, towards varying degrees of understanding that it may provide valuable support for learning either directly or indirectly (Littlewood W.& Yu B. 2011).
general or g factor) that takes merely the verbal and logical capacities of individuals into consideration .This resulted in failing to count for language learners’ potentials for further growth. Hence, in recent decades, Gardner (1983, 1999) has developed a broader model/theory of intelligence, labeled as Multiple Intelligence(s) (MI) which regards intelligence as a set of abilities. Within this regard, Intelligence is defined as “the ability to solve problems or to create products that are valued within one or more cultural settings” (Gardner, 2011, p.28). Armstrong (2009, p. 120) stated that applying multiple intelligence (MI) can be influential as it may remarkably “affect students ‘behavior in the classroom simply by creating an environment where individual needs are recognized and attended to throughout the school day.” The present study, thus, aims at investigating the relationship between multiple intelligence, language learning strategy use and achievement among MA first year English students at
H0 1: teaching new vocabularies through collocations will not have any significant effect on Iranian high school students’ vocabulary learning. H0 2: teaching new vocabularies through collocations will not enhance retention of new vocabulary items. With respect to changing high school English text books in Iran, it also seems crucial to apply new method of teaching; particularly teaching new vocabularies. Since the focus of previous system of teaching was on grammar, teaching vocabulary has been ignored for many years in Iran. Hadaf The primary aim of present study is to examine the effect of teaching vocabulary through collocation on the Iranian high school students’ vocabulary learning.
This paper mainly focuses on the importance of bilingual / multilingual or plurilingual programs in schools for children, parents, educators and society. According to Bailey (2015), the National Assessment of Educational Progress (NAEP) is an institution which the principal goal is to be dedicated to students who learn English; once they learn English they are considered monolinguals. The problem here is that it does not take into consideration the bilingual abilities and competencies learners possess; it does not matter the content students know in other languages neither the ability to speak other languages. Bailey (2015) states that multilingualism has important advantages which affect, in a positive way, and it applies directly to the
Language is also generative, which means that the symbols of a language can be joined to create a vast number of messages. Languages have rules which direct how symbols may be organized. Such of these rules permit people to comprehend messages in that language even