Effective Language Learning Classroom - Essay Example

Effective Language Learning Classroom Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Name Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Course Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Lecture Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 28th March, 2012. Introduction For every child to have the capacity to succeed in school, he/ she must be able to understand the second hand language. Most of the children except from those in America and parts of European are born and introduced to first language which is different from the language they will be taught in at school (second hand language). Therefore, it is in the interest of every scholar to understand the effects and the theories that govern the second language whether in class or anywhere else. In most cases, English is the school language and is the second hand language. It is therefore important to look at the theories and the effects of second hand language as opposed to native language as applied to school learning environment. Summary of the article; Report of Current Research on the Effects of Second Language Learning on First Language Literacy Skills. Bournot, M & Tallowitz, U. (2002). Report of Current Research on the effects of Second Language Learning on First Language Literacy Skills. Halifax. The Printing House. Retrieved from http://www.edina.k12.mn.us/normandale/media/weblinks/teachers/pdfs/report1.pdf on 28th March, 2012. Pg 5- 36 As from the introduction, the article reports on second language learning to cognitive development and the relation between the second language learning and the first language literacy skills. The report uses the terms second language learning and bilingualism interchangeably whereby bilingualism is used to mean being proficient in more than one language. The social and the political nature of the second language majors out as important part in the evaluation of its effects to the first language. The second language is viewed in the contexts of submersion and transitional bilingual programs which consequently lead to subtractive and additive bilingualism with United States being an example. The subtractive bilingualism is mostly developed among the minors where the second language tends to slowly replace the first language. The first language is not usually fully developed and thus bound to the family level only resulting to bilingualism of both languages. The second language weakens their cultural identity. Therefore a period of transition is created where learning is done using the first language in the early years and later the second language in reasonable degree to create positive attitude towards their culture. A research reported that students taught in the first language performed well than those taught in the second language both in languages and in social sciences. The additive nature of the bilingualism is evidenced where the first language is a vast language. The second language is then introduced in learning in some or all of the subjects depending on the grade. The second subject gains popularity in learning as the grader of schooling advance. The first language therefore has the background advantage in culture and family, consequently, the learners gain bilingualism in absorbing the second language. The additive or the subtractive nature of bilingualism depends whether the submersion or immersion method is used. The immersion method proved to be successful in bilingualism attainment. Intelligence and the cognitive behavior becomes of concern in teaching the second language and subtractive and additive effects on the learner. Fitzgerald, J. (1995). English-as-a-second-language reading instruction in the United States: A research review. Journal of Reading Behavior, 27, pg 115-152. The article looks at the relationships between vocabulary knowledge and reading for English language learners. The article concludes that English vocabulary is a determinant of reading comprehension for learners. For learners who’s their first language has cognates with the second language (in this case English), have an added advantage in understanding English vocabularies. However, they do not fully exploit the relationships without instructor’s instructions. In addition, he compared between second hand language oral proficiency and the leading of the same language. The conclusion was that, there exists no correlation between the English oral proficiency and reading skills and vice versa. The article explains how English proficiency can be achieved even before orally. Learning instructions can be helpful to learners of second language at any level of second language oral proficiency. In summary, Fitzgerald defines two theories of relating between second hand language and oral proficiency. The first relationship is more direct while the second is more directional. In the second relationship, a threshold of linguistic competence must be reached for an effective second language acquisition. From the summary it is clear that the second language acquisition is a complex process that depend on the first language of the learners and how the language relate in term of syntax and semantics. It is also clear that English as the first language (native language) determines the language proficiency in class and socially. Summary of the Article: A nation lost in translation. (Macgibbon, 2012) Macgibbon, A. (2012). A nation lost in translation. The Sydney Morning Herald. Retrieved from http://www.smh.com.au/national/education/a-nation-lost-in-translation-20110206-1aifl.html on 28th March, 2012. Pg 1. Australia is a country that has a vast range of cultures but has poor second language learning. English has been the dominant spoken language for ages. Teachers and parents also feel that the country is lagging behind by teaching one language only. The Australian Curriculum, Assessment and Reporting Authority (ACARA) reported that the curriculum draft to increase the number of hours in language learning from kindergarten to the secondary level will strengthen the learners’ intellectual and analytical capabilities and also their cognitive and intelligence behavior and acquire skills in creative and critical reading. In addition, second language learning will enhance concepts’ assimilation and thus employment and career prospects. On the other hand, second language learning has been viewed as extracurricular option rather than the valuable alternative. Other findings proved that second language learning will not diminish English value but will rather enhance the English skills. In addition, it leads to increased cognitive power, divergent thinking and creativity plus enhanced literacy in the first language. The ACARA draft advocates for Chinese and Italian languages introduction in primary schools. This is based on the intercultural relations between the countries and the closeness in the phonology of the languages to English. A second language will be a secondary language making it easier to introduce other languages. A report proved that there was a decline in the value of language learning among the teachers, the parents and the students. The number of language teachers had declined as well as the number of language students especially in the average age of 12. An NSW Board of studies spokeswoman says that the decline in the value of second language learning among the community is a global disaster with the availability of language teachers being a major concern. China and Japan has helped in teaching the languages in schools that have adopted the languages. The report advocates languages to be made mandatory as it were. It concludes that if Australia is to be an improved country, then it is bound to absorb languages in schools, colleges and in universities as a national concern. Atkinson, D.2011. Alternative Approaches to Second Language Acquisition. London: Routledge .Chapter, 4. Language Socialization Approaches to Second language Acquisition: Social, Cultural, and Linguistic development in additional languages. The chapter discusses how language acquisition depends on a number of things like culture, social, and the already acquired knowledge about the second language. From the chapter, it is clear that social context in which learners acquire the second language is an essential aspect of understanding the acquisition process. There are three social factors that can affect the second language acquisition namely; the sociolinguistic, situational factors and other social factors. The sociolinguistic factors are the role of the second hand language in the society.ie. Is the language spoken by the majority of the people in that society? The specifics factors refer to the human characteristic.ie the gender, age, ethnic and finally social class. In this respect girls are in a good position when it comes to learning the second language. Other social factors include the relationship that exists between the two people who are using the second language. Say, a student will speak to a teacher more proficiently than to a fellow student. The chapter also discusses the theories and the model that are developed to explain the importance and the effects of socio-cultural practices on second language acquisition. Finally the chapter discusses linguistic development in additional language as the combination of written oral and visual symbols. It compares the interaction between nature and nurture in shaping the acquisition of second language. Again, the acquisition of English as the second language is complex process that involves the interaction in classroom, outside the class, in the society and development of cognitive linguistic relations. Effective Language Learning From the summary it is clear that second language acquisition can be determined by more than one factor. According to TESOL Practices, such factors that determine the individual’s ability to acquire second language such as age and motivation of the learner are essential elements that the linguistic teachers should put in to consideration when teaching the English language as the second language or when using it to communicate to students or any other person whose first language is not English (Fitzgerald 1995, pg 124). For an effective acquisition of English as the second language, instructor should therefore consider using simple sentences at the beginning and advance the vocabularies as the learners continue to apply and to learn the syntax and the semantics of English words (Breen 2001, 99). For international students whose first language is different from the second language, instructor should be aware that students have social and emotional factors to deal with when learning the second language. It is also essential to ensure that student interact in class through group discussions, which in the long run help the learners to compete in acquiring the language and hence develop the target language faster as a result of continuous use and practice of the language (Cook & Seidlhofer,B 1996, pg 127). If say, a student is not using the second language to communicate, he or she may fail and lag behind in developing the skills to acquire English as the second language. For learner, it is essential to develop confidence in using English the first language, both in class and outside class though it may conflict the social norms of the society (Gersten 1996, 96). Therefore, regardless the level of the learner in educational radar the use of second language as a tool to communicate may prove cumbersome to the learner since it will be reflected in his or her final grade (Atkinson 2011, pg 97). Parent and the socially that does not encourage the use of any other language may also affect the achievement of learners. Learners whose parents or guidance are not proficient with the second language are poor in acquiring the skills (Gersten 1996, pg 98). Furthermore, learners who have access to social media like radio and television are more likely to acquire the second language skills faster than those who have no access. The indication in this is that, as much as the teacher and the learner may try other methods of acquiring the skills, the determinant of second language acquisition is more complex and is depend on more than one factor include the most rare one which is culture (Fitzgerald 1995, pg 137). The second key area of second language acquisition is that level of native language achieved by the learner. It is important to introduce learners to second language when they are still young and when they have not acquired much in their first language. This will help the learners not to confuse between the semantics of the first language and the second language. The cognate’s relationship between words of the first language and second language should be well understood if they exist any (Lantolg 2000, pg 87). The instructors are therefore advised to guide student properly to make them understand that not every first language word has a cognate in English. Student using cognates to comprehend the meaning should practice using other method to master the meaning and the synonyms of the words. However, the complexity of the English language should be understood by both teachers and the learners so that when using it no major mistakes will be made (Atkinson 2011, pg 101). It is therefore advisable to first use simple English in writing and in spoken language, and advance as the grammar improves. Teachers should set activities before, during, and after reading to ensure that student understand the text. They should also discuss answers of the question (say the comprehension) so as to make the students understand how the conclusions were made when choosing the answers (Fitzgerald 1995, pg 116). There should be building of knowledge and vocabulary after which predictions discussion, story mapping story telling/ retelling and finally story related writing should be done to improve the overall understanding (Michael 2001, pg 112). Second language learning improves or greatly contributes in the effective language learning classroom. This is because it increases the cognitive behavior of the learner. The cognitive behavior is based on the level at which the learner is able to acquire bi or multilingualism (Bournot & Tallowitz 2002, pg 12). This is evidenced by the fact that students who have acquired bilingualism perform better than those who use the first language only in studying. An effective language classroom has been attained where learners use both first and second language interchangeably. Schools that have introduced second language learning in all or some of the subjects have been reported to perform better due to increased intelligence in the learners. On the other hand, the introduction of the second language learning to learners improves the skills in the first language learning consequently making an effective language learning classroom (Bournot & Tallowitz 2002, pg 6). The second language L2 is mostly taught using the first language. Learners consequently acquire bilingualism very easily and create room for more language learning. The concern in the introduction of L2 in other subjects creates a basis for an effective language learning classroom. The L2 attracts peer reviewing and thus improving effectiveness of the language class. Peer reviewing or learning acts as a motivational tool for language learning. This when the languages; both first and the second language are used the communication. The learners will eventually learn the L2 easily since interest is gained from the communication part of it therefore improving their level of cognitive behavior or intelligence (Macgibbon 2012, pp 1-3). The cultural and the political background of the learners have eventually appeared as a major factor in the development of an effective language classroom. For example, Australia is a vast multicultural based country but English has been the dominant language (Macgibbon 2012, pp 4-7). However, the introduction of Chinese and Japanese language to the classroom has been from the close relation between the cultures and the closeness in the phonologies of the languages. In addition, when the first language has the most massive culture of the classroom background, effectiveness is bound to be found in the classroom (Dornyei 2001, 98). This is because the first language has cultural and family support in assimilation creating space and time for the second language learning. This consequently leads to an effective language classroom. The classroom background therefore comes out as an essential factor in the development of tan effective language learning classroom (Macgibbon 2012, pp 9). Another key factor to an effective language learning classroom is the subtractive or additive nature of the second language learning. The additive or subtractive nature of the L2 will depend by the method used in the second language introduction. The submersion, the transitional and the immersion methods of second language absorption or assimilation into the education system matters in the level by which effective language learning classroom is attained (Cunningham & Graham 2000, pg 78). The submersion method applies where a minority number of learners are forced to assimilate the second language as from the beginning. This poses a challenge in the development of an effective language learning classroom. Consequently, a transition happens in the culture assimilation of the learners. This is because the learners’ culture is eventually replaced. The assimilation of the first and the second language becomes a disaster hindering an effective language learning classroom (Calderon et al 1998, pg 117). The immersion method happens when the L2 is assimilated slowly into the system. This consequently leads to an effective classroom as it can be evidenced by the fact that the methods begins with the language itself before the L2 language can be used to some languages. Later on, the L2 is used in the other languages and consequently attaining an effective language learning classroom. Conclusion The cognitive behavior features out as a key element in an effective language learning classroom. In addition, classroom background culture and the method of assimilation are major factors in the development of one. However, the immersion method of second language assimilation has proved efficient for development of an effective class. The cognitive behavior is also encouraged by the peer learning in an effective classroom. The vocabulary acquisition in the second language understanding should be followed with actual acquisition of the language. It is advisable to understanding the TESOL Practices as it will help all the learners to be in the same platform when it comes to acquisition of the second language. References Atkinson, D. (2011). Alternative Approaches to Second Language Acquisition. London: Routledge. Pg 96- 116 Bournot, M & Tallowitz, U. (2002). Report of Current Research on the effects of Second Language Learning on First Language Literacy Skills. Halifax. The Printing House. Retrieved from http://www.edina.k12.mn.us/normandale/media/weblinks/teachers/pdfs/report1.pdf on 28th March, 2012. Pg 2- 38 Breen, M. (2001). Learner contributions to language learning: new directions in research New York: Longman. Pg 76- 189. Calderón, M. Hertz-Lazarowitz, R. & Slavin, R. (1998). Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading. The Elementary School Journal, 99 (2). Pg 56-135 Cook, G. & Seidlhofer, B. (1996) Principle and practice in applied linguistics: studies in honour of H. G. Oxford: Widdowson. Pg 66- 157. Cunningham T.H. & Graham, C.R. (2000). Increasing native English vocabulary recognition Through Spanish immersion: cognate transfer from foreign to first language. Journal of Educational Psychology, 92 (1). Pg 75- 130 Dornyei, Z. (2001) Motivational strategies in the language classroom. Cambridge: Cambridge University Press.pg. 47-56 Fitzgerald, J. (1995). English-as-a-second-language reading instruction in the United States: A research review. Journal of Reading Behavior, 27, 115-152. Gersten, R. (1996). Literacy instruction for language-minority students: The transition years. The Elementary School Journal. Pg 45- 129 Lantolf, J. (2000). Social cultural theory and second language learning. New York. Oxford University Press. Pg 76- 130 Macgibbon, A. (2012). A nation lost in translation. The Sydney Morning Herald. Retrieved from http://www.smh.com.au/national/education/a-nation-lost-in-translation-20110206-1aifl.html on 28th March, 2012. Pp 1-12. Michael, P. (2001) Learner contributions to language learning. Harlow. Longman. Pg 75- 134. Read More