Second Language Learning. Application Of Language Strategies In School - Thesis Example

Twelve percent represents the number of children that need special care and attention. Numerous studies indicate that a good number of English language learners are represented in special schools. Other states show that there are over fourth percent of these students in special schools. Other studies have indicated that, in other states they represented by only one percent. An English learner consists of many different children of different age groups. These students have different stages of acquiring English language.

Most of the states have established different programs that are used to educate the English learners. Some of the programs are; English as a second language. In this program, emphasis has been put on learning and using English in the classroom setting. The students may be placed in class as English second language learners. The second program is bilingual transitional, here second language students are allowed to use native language in learning English as a second language. Development bilingual education is the third program.

In this program the students’ native language is developed as well as English language. The English language learners have a right to acquiring English as a second language, and they need support from teachers to acquire the English language effectively. The term student with limited English proficiency is used by the federal government and state laws or English language learners or English learners to describe the English second language learners. These terms are used because they give focus on what the students are achieving.

English language learners refer to the group of students whose native language is not English, and are not in a position to take part in the learning process using English. Second language learning or acquisitions refers to the process whereby a child or an individual learn a second language in this case English normally abbreviated SL. The second language learners acquire English language following similar stage, but the rate at which a child stays in a given stage depends on the individual different of the learners.

The stages of acquiring language are one the pre-production stage where the learners keep on repeating what the teacher says, two early production stage, in this stage the students develops vocabulary and speak. Stage three the learners have developed vocabulary up to 3000 words, and can communicate with simple phrases and simple sentences that may not be grammatically correct. Stage four is the intermediate fluency at this stage the students are in a position to a position to use complex words and construct complex sentences.

They have also developed more than 6000 vocabulary. Lastly the fifth stage, the students at this stage are near fluency and can speak like the native speakers, and it takes them four to five years to get to this stage. Some researches have indicated the use of language strategies to teach English language learners to produce positive effects among these students. This notion has brought lots of interest in investigating the effects of using language strategies in teaching English language learners.

Learning strategies depend on the individual language leaner and the instructional procedures employed by the teachers during the teaching learning process. This paper presents effective language strategies for special education English language learners. It is often thought the bilingual children growing in English speaking countries live in two different worlds. These are; English language culture and their home language culture. This make the student face problems while learning English as their second language.

Some of the bilingual chi