Language Acquisition Theories And Literacy English Language Essay

This paper will give you an overview of the phases in 2nd linguistic communication acquisition theories. There are two theories that will be looked at ; one has four phases in linguistic communication acquisition and the other have five phases. This paper will besides explicate the elements that balanced literacy consists of. Along with acquiring an overview of the phases of linguistic communication acquisition and balanced literacy, this paper will explicate how balanced literacy can help in English acquisition of an English Language Learner ( ELL ) no affair what stage the pupil is in. Learning about phonetics, morphemes, and sentence structure in the English linguistic communication will be covered in this paper every bit good.

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Developing English linguistic communication acquisition can be a battle for many instructors. When instructors follow the balanced literacy theoretical account for learning English Language Arts, instructor can utilize differentiated direction to run into the demands of all pupils no affair what phase in the English Language acquisition the kid is in. Although there are several different theories as to how many phases are in linguistic communication acquisition, most theories agree with the first four phases and their development.

There are several different theories affecting the phases of linguistic communication acquisition. There is a argument between how many phases are in linguistic communication acquisition. In comparing the two linguistic communication acquisition phase theories, the first phase in both theories is Pre-production. In this phase, English Language Learners ( ELL ) is in a soundless period. They know about 500 English words. Often times the ELL pupils will mime what the instructor and others are stating. ELL pupils will be able to reply to illustrations and other objects they see. This object can last six to eight months ( Jimenez, E. , 2009 ) . One scheme in constructing English in this phase is to hold pupils have a brother or spouse they can speak with. This manner they can experience unafraid knowing they are talking and pass oning with the same individual. Feeling comfy with the ELL pupil ‘s spouse will assist the ELL pupil become confident plenty to talk ( Haynes, J. , 1998 ) . Besides holding the ELL pupil and spouse speech production and doing conversations, holding them read together or buddy read is another manner to construct the English vocabulary.

The 2nd phase is called the Early Production phase. Children can be in this phase about six months. In the Pre-production phase, ELL could understand 500 words. In the Early Production phase, they understand 1,000 words. They are get downing to talk short phrases and can reply yes/no inquiries ( Jimenez, E. , 2009 ) . As in the Pre-production phase, ELL pupils need to hold a brother or spouse to work with. They can be doing conversations and reading together. At this phase, composing together could be done excessively ( Haynes, J. , 1998 ) .

The 3rd phase of ELL linguistic communication acquisition is called Speech Emergence. In this phase, kids can state basic sentences and reply inquiries verbally utilizing short

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responses. They are even inquiring their ain inquiries. They are now holding conversations with other kids in the category. Children can be in this phase for up to one twelvemonth. They

hold now tripled their English vocabulary from the Early Production phase and can now talk 3,000 words ( Jimenez, E. , 2009 ) . When being read a image narrative, they now understand and comprehend it. As in the Pre-production and Early Production phases, holding ELL pupils that are in the Speech Emergent phase working with other pupils in the category to do conversations, read together and even portion narratives they have written together will assist construct English eloquence ( Haynes, J. , 1998 ) .

The 4th phase is Intermediate Language Proficiency phase. In this phase, ELL kids can show how their feeling, give their sentiments, and say elaborate sentences. At this phase, they now have a vocabulary of 6,000 words. ELL kids can be in this phase for one or more old ages ( Jimenez, E. , 2009 ) . In the 4th phase, pupils can now get down to work on grammatical construction in sentences. They will be able to place topics and predicates of sentences. They will besides be able to utilize right capitalisation and stoping punctuation along with get downing to acknowledge word order of English sentences ( Haynes, J. , 1998 ) .

Some theories say the 4th phase is the concluding phase where as other theories have a 5th phase called the Advanced Fluency phase. ELL kids can be this phase for four to ten old ages. At the beginning of the phase, ELL pupils might necessitate assist understanding their assigned work. Working with them in little reading and composing groups will assist construct comprehension and apprehension of what they are reading. Once they are further in the phase, they will be able to execute at grade degree ( Haynes, J. , 1998 ) .

Balanced literacy is a plan that helps ELL pupils learn to read and compose in English. Balanced literacy consists of guided reading, shared reading, read aloud, author ‘s workshop, independent reading work, and working with words ( Chen, L. & A ; Mora-Flores, E. , 2006 ) . All of these countries have a different manner of concentrating on assisting ELL pupils get English which will assist them go more successful in Language Arts. Integrating all of these avenues of balanced literacy will give ELL kids he experience of hearing and comprehending every bit good as custodies on reading and authorship.

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Having the pupils listening and making custodies on work independently will assist construct comprehension. It besides exposes them to hearing and seeing English text which will assist construct their vocabulary.

Guided reading is when a instructor works with a little group of pupils, normally around six, which need the same reading accomplishments. Guided reading focal points on reading accomplishments and comprehension of the narrative. The little group works out of the same reading text that is at their instructional degree. These groups can be working on missive sounds, or are reading the book on their ain or with a spouse. The instructor works to assist construct comprehension every bit good as reading schemes ( Chen, L. & A ; Mora-Flores, E. , 2006 ) . Guided reading will work for ELL pupils. The pupils in the group demand to be working on the same instructional degree. If one ELL pupil is reading at a 3rd class degree, you would non desire them in the same guided reading group as a pupil that is reading at a first class degree. The text selected for the guided reading group is at their independent reading degree. If pupils are at different reading degrees, the text would be excessively easy for one pupil or excessively difficult for another. If the text is excessively easy, the pupils are n’t traveling to derive as many accomplishments as they need to. If the text is excessively difficult, the pupils ca n’t work at an independent reading degree and will go defeated.

With shared reading, the pupils and instructor can see the text. Normally, the text is big so it can be easy read by all pupils. In shared reading, kids read along with the instructor ( Chen, L. & A ; Mora-Flores, E. , 2006 ) . This helps construct assurance with those ELL pupils that are in the Early Production and Speech Emergence phases of linguistic communication acquisition. It is besides great for ELL pupils in the Pre-production phase because they are hearing modeled reading along with seeing English words and images. This will assist all ELL pupils learn new vocabulary. Shared reading besides shows or theoretical accounts how good readers read. This gives illustrations of how pupils should be reading.

Read aloud is where the instructor reads text to the pupil. This can be anything from a book, newspaper, or verse form. This is patterning how to read and would be great for pupils in the early phases of linguistic communication acquisition. Teachers can besides make synergistic read aloud. This is where the pupils are involved in doing anticipations about the narrative, doing text-to-self connexions and edifice on comprehension of what is being read to

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them. Traveling over the chief thought of the narrative, cause and consequence, and illations are all accomplishments that can be modeled during read aloud ( Chen, L. & A ; Mora-Flores, E. , 2006 ) . No affair what stage the ELL kid is in, it is ever great from kids to hear good readers reading. A instructor can besides take text that is above the pupil ‘s degree where more hard words can be discussed which will assist construct vocabulary. This is besides great for utilizing verse forms and reading with eloquence.

In author ‘s workshop, pupils spend clip day-to-day composing. There are whole group lessons where the instructor teaches about composing accomplishments. There are besides little group mini-lessons where the instructor can work with groups on accomplishments they need. The instructor will run into with pupils one-on-one, aiming the person composing demands of each pupil. This is where the instructor can indicate out word order and construction of sentences constructing acquisition of English for ELL scholars. Teachers can besides aim grammatical accomplishments and punctuation and capitalisation of sentences. When the pupils finish their narratives, the pupils get to portion their authorship with the category ( Chen, L. & A ; Mora-Flores, E. , 2006 ) . This will assist pupils hear other pupils composing, patterning for ELL kids good pupil composing. Writer ‘s workshop is great for all phases in English linguistic communication acquisition. For those pupils in the Pre-production phase, pupils can pull images to state a narrative. For pupils in the Early Production phase, they can pull a image and label it. For the other phases of linguistic communication acquisition, pupils can compose at their ability degree. Writer ‘s workshop is contributing to all ELL pupils, giving them the ability to work at their ain authorship ability degree.

Independent reading is another portion of balanced literacy. During independent reading, pupils choose books of their pick to read. The end is for pupils to take books they can read independently with 95 % to 100 % truth ( Chen, L. & A ; Mora-Flores, E. , 2006 ) . Independent reading allows pupils to utilize the accomplishments they have learned in guided reading, shared reading, read aloud, and working with words. This is a great manner for kids to go better readers. Independent reading besides builds assurance in kids with their reading. Independent reading is great for all phases in English linguistic communication acquisition.

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In working with words, pupils work with letters, sounds, and words based on their ability degree. Working with words is yet another great constituent of balanced literacy. It is great for all phases of English linguistic communication acquisition. A instructor can set the course of study to run into the demands of all ELL pupils. If the pupil is in the Pre-production phase, the pupils can work with letters and sounds of the English alphabet. If pupils are in the Early Production and Emergent phases, pupils can work on forms, get downing missive sounds, stoping missive sounds, and lumping words. If the pupils are in the ulterior phases of English linguistic communication acquisition, working on higher degree word accomplishments, like prefixes, postfixs, and root words can be what is done in the word survey group ( Chen, L. & A ; Mora-Flores, E. , 2006 ) .

Another constituent of ELL geting linguistic communication is the ELL cognizing the sounds the letters and groups of letters make. The sounds the English letters make is called phonetics ( Jimenez, E. , 2009 ) . During word survey and guided reading, instructors work with pupils on alphabet sounds. When making shared reading and read aloud, instructors are patterning how the sounds come together to do words. The pupils are so seeing the words in print and that the words make sentences. When pupils are working on phonetics, they are normally in the Pre-production and Early production phases of linguistic communication acquisition.

Morphemes are sounds that average something. They are balls of words or base words, prefixes and postfixs. The base words have a significance and when you add a prefix or suffix the significance alterations. This is because prefixes and postfixs have definitions ( Jimenez, E. , 2009 ) . When utilizing the constituent of word survey from the balanced literacy method, you are learning ELL pupils the definitions of words. In word survey, working with words one time kids know sounds and letters, the instructor can present base words, prefixes, and postfixs. The instructor can indicate out words that have these constituents. When working on morphemes, ELL pupils can see words that sound similar to words in their native linguistic communication. Children would normally be in one of the ulterior phases of linguistic communication acquisition to understand morphemes.

Another avenue to work on with ELL pupils is syntax. Syntax is the order the words are in a sentence. An illustration is in the English linguistic communication the adjectival comes

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before the noun ( Jimenez, E. , 2009 ) . This is something that is learned in the ulterior phases of English linguistic communication acquisition. All countries of balanced literacy provide focal point on sentence structure. In guided pattern, the scheme that can be worked with the group is word order. When making shared readings and read aloud, the instructor is patterning word order by reading the text. Writer ‘s workshop has pupils working on composing sentences. If the pupil is holding a difficult clip with word order, in little group composing mini-lessons and when meeting with the pupil separately, the instructor can concentrate on this accomplishment.

When utilizing all of the elements of the balanced literacy theoretical account, the instructor is integrating learning the schemes of phonetics, morphemes, and sentence structure. When utilizing guided reading, shared reading, word surveies, read aloud, independent reading, and authors workshop, instructors can choose what English accomplishments need taught. They can work in little groups can run into the demands of all ELL pupils no affair what phase in linguistic communication acquisition the pupil is in. Using all of the constituents of balanced literacy and utilizing differentiated direction will run into the demands of all ELL kids. This will give greater success in pupils achieving their secondary linguistic communication. After reading this paper, one can see how the balanced literacy theoretical account meets the demands of all ELL pupils no affair what phase of English linguistic communication acquisition the kid is in.

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