Praise and Regular Monitoring of Knowledge to Test Individual Progress in Learning English - Essay Example

Introduction In the contemporary world, many individuals seek to learn the English Language to address divergent needs. This essay highlights the divergence between the earliest and subsequent language learning. In addition, the essay offers suggestions on how an educator would motivate and nurture self-esteem in his or her classroom. Moreover, the essay explores plausible assessments that teachers in elementary schools could apply to achieve success in English Language Learners (ELL). The key differences between the earliest and subsequent linguistic learning are apparent. First language learning is a natural process that allows children to acquire and extend the linguistic comprehension of their environment. However, second language learning is a deliberate pursuit, in which mature individuals partake for many reasons. Moreover, children who learn their first language have a natural advantage. For instance, these children acquire their first language using their intuition through a Language Acquisition Device (LAD). Variably, mature individuals have no second chance of learning a language in a natural manner (Towel and Hawkins 92). Consequently, learning the first language is part of a child’s cognitive maturity, which enables the youngster to acquire syntax in an unconscious manner. However, by the time an individual seeks to learn a succeeding language, the individual learns the syntax in a conscious manner. Instead, they have to embrace extra unnatural techniques in order to acquire competence in their second language. In addition, the first language facilitates the ability of its learners to focus on advanced levels of grammaticality in second language learning (Towel and Hawkins 92). Therefore, subsequent language learners have the ability to manipulate their understanding of grammar using the competency of their first language. Consequently, dissimilarity between the two languages emanates from the fact that there is more time spent on learning the foremost language because children learn through constant imitation. The learning of a second language takes a shorter time because during that time, the mature individual has exemplary mastery skills. Moreover, in the first language learning, there is a guaranteed access to native speakers. Consequently, these native speakers influence the quick mastery of the language. There is no guarantee of native speakers in the learning of the second language. According to Towel and Hawkins, first language learning has close links with a child’s genetic setup while the second language has no such ties (92). In order to uphold motivation and nurture self-worth, I should embrace techniques such as constant rewarding of learners in my classroom. Consequently, the reward system encourages and maintains motivation among participants in that particular class. For example, when a child displays such positive signs as grasp of concepts, I must confirm that the child’s attempt was good. I could mention to the entire class that the particular student did well. In addition, I could have the classmate’s clap for him or her to encourage other children to attempt. Maintenance of motivation in a classroom requires the technique of understanding the diverse abilities of all the children in the classroom. When I have the above mastery of abilities, I will direct the required category of motivation technique to the students. Additionally, I must nurture self-esteem through such procedures as identifying activities, which excite most members of my class. Consequently, the above technique facilitates the nurture of self-worth in the classroom because the class will be able to participate in what they like. In addition, I must include the techniques in my lesson plan in order to elaborate on the techniques during the presentation of my class. For example, I could nurture self-esteem by presenting such incentives as candies to students who display self-confidence. The nurture of self-esteem also should involve my deliberation to explain to my students the importance of motivation and self-esteem. Plausible assessments include offering individual tests to the learners in order to facilitate individual development. The type of assessments that I will use to grade the ELL student is the performance-based assessments. In particular, I will ask my students to write at least five English words after the end of each session. Moreover, I will encourage my students to write more words as part of their homework. In the next session, I will correct the individual assignments of my students in order to give them undivided contact. Consequently, a teacher should ensure that there are drills during the English learning process (Wright 78). Therefore, my tests in class will be on a weekly basis. For example, I will keep a detailed record of the weekly performance in order to improve the performance of my students in the English language. Some of the assessment tools that I will use are the checklists and the scoring rubrics drills. In particular, I will ensure that the drills are regular during the first years of school to enable exemplary mastery of the language during that early stage. Further, my assessment mode needs to center on the recognition of the most fundamental language skills (Wright 78). Consequently, my administration of the reading test will be oral and will enable me to establish specific pronunciation issues in the learner. In addition, I will offer writing tests, which will aid my learners when they attain their middle school. For instance, a learner has the ability to begin handling advanced levels of assessments such as writing short essays in the English language. Further, when a learner approaches the end of the school year, I will administer complicated assignments in English. I could ask my students to translate some articles into the English language. Evidently, such complicated tasks enable me to determine whether my learners have the required knowledge in the English language. According to Wright, I must tailor assessment procedures at dissimilar times with the intent of achieving better results (78). In particular, there should to be an escalation in the proportion of questions as a learner advances in his or her school year. Through the assessment tools, I will be able to observe the development of the ELL throughout the year. Moreover, this advancement with time puts students in positions where they can determine their individual progress (Wright 78). Consequently, the above assessment method will enable me to ensure that there is immediate correction of any issues which emanate in my class in good time. At the end of the school year, I will ensure my students undertake such assessments as requirements to demonstrate a perfect competency in the language they have learned throughout the school year. The reason for the above suggestion is because the time which a student spends learning in an entire school year should be enough to realize competence in a language (Wright 78). It is essential to acknowledge that competencies in respective languages enable individuals to enhance their communication skills. In addition, individuals need to utilize the knowledge of their first language to learn as many languages as they possibly can. Finally, educators should motivate their students in practical manners to ensure the level of confidence is remarkable. Works Cited Towell, Richard, and Roger Hawkins. Approaches to Second Language Acquisition. Clevedon, Angleterre: Multilingual Matters, 1994. Print. Wright, Robert J. Multifaceted Assessment for Early Childhood. Los Angeles, LA: SAGE, 2010. Print. Read More