Using content based instructions, students accomplish a higher level of second language proficiency faster compared to when they study English as a special subject wher it becomes the focus of instruction…
Download file to see previous pages...
Teachers help the culturally and linguistic diverse (CLD) students learn faster as they get the feeling of belongingness with the teachers creating an ideal learning environment for simplifying the process of the acquisition of content knowledge.
It supports the learning process as it opens the opportunity for students to be exposed to the subject matter as well as the language that makes meaning to them and makes complete sense that is easily retained in their memory.
Eliminates any artificial separation between language instruction and subject area classes which is unnecessary and has been proven to be of little help to the CLD students in acquiring communication skills comparable to that of a native speaker.
It brings more attention to each of the four domains of CLD student biography- language, cognitive, academic and social development- and increases CLD student achievement as they are exposed to more of the language in almost all of their subjects.
Being able to understand the language used in an accelerated fashion, the content based instruction motivates learners because the words they hear, hear and speak have meaning and are sensible to the student with the appropriate content material, stirring excitement resulting to a more effective learning experience.
The program decreases impressions of marginalization among CLD students as they are treated as the native speakers with regards their education, the mode of instruction and the subjects they get exposed to.
...Download file to see next pagesRead More
As far as language course design is concerned, it is often the case that some curriculum content is defined, but no aims, objectives and learning outcomes are defined, or they are only defined a little if at all. Furthermore, even if some aims, objectives and learning outcomes are defined, they are not always grounded in an analysis of students’ needs.
According to the paper the Rationale for Planning for Children Learning English as an additional language advocates that in planning for children who are learning English as an Additional Language, the following key principles must be observed: that bilingualism is an asset instead of a liability for children who know more than one other language other than their mother tongue or primary language.
Learning a second language (in our case English) has become a necessity to most of us.
For most of its history, the definition of learning a language has been limited to grammar and vocabulary only, but now it covers almost all the aspect that one acquires in a mother tongue situation.
According to the report, Computer Assisted Language Learning, the level of popularity of computer-based instruction in reading may vary, but few will dispute the fact that computers have won a permanent place in most classrooms. The most common concerns of educators now have to do with the effectiveness of computer-based education.
According to the research findings, learning, as an activity, involves the integrated skills of reading and writing the English language, as it is the lingua franca or common global language. Therefore, right from the kindergarten days, the education system in most countries, where English is most the motive language, focuses on the teaching of English as a second language.
The questions of effectiveness, reliability, and the conditions of each method application will be answered in the paper. The purpose of the essay is to determine the most optimal methods for learning English.
The implications in this study noted the importance of early and regular evaluation of bilingual children’s development of both languages in order to monitor children’s growth in their two languages.
This essay discusses the role of peer feedback as a solution to improve the English Language writing skills of Saudi students, whose native language is not English. It could help transform English writing abilities of these students, marking a shift from the traditional approaches of teaching EFL writing, which are still dominant in universities. This essay will firstly look at general issues connected with the topic, discussing the significant role of feedback in improving L2 writing.
16 Pages(4000 words)Essay
GOT A TRICKY QUESTION? RECEIVE AN ANSWER FROM STUDENTS LIKE YOU!
Let us find you another Essay on topic Content Based Teaching in English as a Second Language: Its Advantages and Disadvantages for FREE!