Language Acquisition Priciples - Essay Example

Language Acquisition Principles for ELL Throughout the history of education, several terms have been used to characterize the children whosesecond language is English like students with Limited English Proficiency (LEPs) or Second Language Learners (SLLs). The latest version of such terms is 'English Language Learners' (ELLs). This change in terminology represents a more accurate reflection of the process of language acquisition. The article 'The effectiveness of Instructional Issues, Theories, Models and Strategies for Mainstreamed English Language Student' by Judy S Richardson (2005) addresses important theories for second language acquisition, issues that arise out of theories and how these issues influence or should influence effective instructions.

The article also discussed latest methods of teaching English as a second language and also the connected strategic actions.This article also details the position statements issued by three professional organizations about the teaching of ELLs. According to Judy Richardson (2005) the well known professional organization in the area of education is "Teachers of English to Speakers of Other Languages" (TESOL), which has issued several position statements. The most prominent of which is "Position Statement on Language and Literacy Development for Young English Language Learners" (October 2001).

This position statement encompasses six main recommendations regarding language and literacy development for ELLs. The position statement underlines the need for:The need for the skills on oral language and development of literacy. This should be adequately supported by the native languageSufficient time to learnApt instructionsWell structured literacy programsEfficient and valid assessment and Through professional preparationThe position statement issued by TESOL and International Reading Association (IRA 2001), a professional organization dedicated to best practice in teaching literacy have demonstrated consistency in their approach with regard to what teachers should know and practice.

These organizations have also laid down what rights the ELLs should be given. Instructions for Teaching ELLsIn general these professional organizations are of the view that the instructions for teaching ELLs shouldBe capable of supporting bilingual and bicultural education - this is important to familiarize the ELLs for grasping the languageStrive to use the first language of the ELLs to support learning in English - this will greatly facilitate the understanding of the students and Be capable of supporting the culture of the ELL students - which will make the students at ease while studying the English LanguageDuties of TeachersIn connection with the teaching of the English as a second language the teachers should Be well prepared to teach the language by preparing suitable class works covering the language courseMake themselves familiar with the problems concerning the teaching to ELLs and the methods of mitigating those issues.

Cooperate with the other teachers and should also receive the cooperation from other teachersA meaningful mainstreaming and a proper evaluation of the ELLs is possible with the establishment of these rights. "Yet, there remains a need for a "language opportunity framework" across different organizations and curricula world-wide" (Crabbe, 2003). The author is of the opinion that a true discussion of ESL cannot be arrived at until all the organizations with a vested interest in instruction agree upon the standards to be set and the benchmarks are agreed upon.

Conclusion American schools follow two different types of programs for the ELL students. The first one is te approach initiated by ESL-TESOL. The second one is an approach with a bi-lingual concept. When the students receive the language instruction in the specially designed programs classroom teachers should be aware of the actions of the specialists and also monitor the progress of the students.References Crabbe, D. (2003). The quality of language learning opportunities TESOL Quarterly, 37:1, 9-34International Reading Association (2001) Position Statement on Second Language-Literacy Instruction Retrieved on March 3, 2005 from: http://www.reading.org/resources/issues/positions_second_language.

htmlJudy S. Richardson (2005) 'The Effectiveness of Instructional Issues, Theories, Models, and Strategies for Mainstreamed English Second Language Students'