...and Humanities – Ho Chi Minh City Faculty of English Linguistics and Literature A critical review on an article: STUDENTS’ L1 USE: A STUMBLING BLOCK OR A FACILITATOR IN L2 LEARNING (Yukie Saito, Temple University Japan) Instructor: Nguyen Thi Kieu Thu, Ph.D. Student: Huynh Tran Vuong Chan Class: MA in TESOL 2014A HCMC, 04/2015 INTRODUCTION The development of English has been so dramatic over the past centuries, especially in countries where English is treated as a second language. It is undeniable that for those countries, the chances for students to be exposed to English are limited due to both objective and subjective conditions. The biggest obstacle is mostly counted on L1 intervention and its long standing impact on L2 learning. Therefore, in order to increase these chances, some schools, institutions and even universities have applied the English only policy in English classes for the better learning. And Japan is one these countries. Being interested in the application of this policy and driven by the controversial issue of L1 impact on L2 learning, Yukie Saito, a lecturer at Rikkyo University, has conducted a study on this problem which is later posted on a website for academic teaching and learning: Journal of Second Language Teaching and Research. Yukie’s study on “Students’ L1 use: A stumbling block or a facilitator in L2 learning” is conducted in the situation in which Japan is strictly applying the English-only policy institutionally. As a lecturer who...
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...Despite the fact that language learning or acquisition is an apparent requirement for translation, the role that translation might play in language learning and acquisition has been considered one of the most hotly debated issue in both Translation Studies and language pedagogy in the West as well as Arab world. Thus, translation studies have been taught in translation classes without being seen in normal foreign or second language (FL) classrooms. In spite of the claims in opposition to make use of translation in English language classroom, recent studies regard highly that far from being counter-productive and fruitless, translation can be an effective boost in (FL) learning and teaching. In most of Arabic countries, the mother tongue, Arabic,...
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...sixth and seventh grade English language learners (ELLs) at a middle school in California. All the students in Ms. Morae’s class fall in the beginning levels of English proficiency. Although there are multiple different home languages spoken in the classroom, the majority of the students’ first language is Spanish. The content of the lesson is part of an integrated unit on Cesar Chavez and his life. The focus of the literacy lesson featured is communicating feelings using adjectives in writing (e.g. figurative language, similes). Ms Moraes includes many of the “sheltered” techniques and stategies in her lesson. Sheltered teaching is a second language instructional approach that focuses on delivering...
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...and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the EFA Global Monitoring Report 2005, The Quality Imperative”. For further information, please contact efareport@unesco.org The importance of mother tongue-based schooling for educational quality Commissioned study for EFA Global Monitoring Report 2005 Carol Benson, Ph.D. Centre for Research on Bilingualism Stockholm University 14 April 2004 Part A: Overview While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. Many developing countries are characterized by individual as well as societal multilingualism, yet continue to allow a single foreign language to dominate the education sector. Instruction through a language that learners do not speak has been called “submersion” (Skutnabb-Kangas 2000) because it is analogous to holding learners under water without teaching them how to swim. Compounded by chronic difficulties such as low levels of teacher education, poorly designed, inappropriate curricula and lack of adequate school facilities, submersion makes both learning and teaching extremely difficult, particularly when the language of instruction is also foreign to the teacher. Mother tongue-based bilingual...
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...www.sciedu.ca/wjel World Journal of English Language Vol . 1, No. 1; April 2011 On Attitudes to Teachers’ Code-switching in EFL Classes Mingfa Yao School of English Language and Culture, Zhejiang International Studies University 140 Wen San Avenue, Hangzhou 310012, China Tel: +86-571-8157-8296 E-mail: mingfayao@163.com Received: February 27, 2011 Abstract Code-switching is commonly viewed with suspicion in EFL classes. The present article is to investigate and show the teachers and students’ attitudes to code-switching (CS) used by teachers in EFL classes in China. A four-section 20-item questionnaire was developed and distributed to the students and teachers. The data from the questionnaire were tabulated, and frequencies and percentages were conducted by SPSS program. The results display that students have the similar opinions with the teachers in most of question items. This consistency suggests that teachers and students have a similar positive attitude to teachers’ code-switching in EFL classroom. However there are some discrepancies in attitudes between the two samples in some question items. These discrepancies suggest that the use of code-switching in EFL classroom should be adapting to the practical teaching. Keywords: Code-switching, Attitude, Investigation, EFL class 1. Introduction In many cases, code-switching is commonly viewed with suspicion in EFL classes. Teachers and researchers in English as a second or foreign language have, on the whole, been concerned...
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...personal, social and intellectual. One of the most prominent and advance language that is use today is the English language that has a countless influence not only in means of communication but also in written text. English language comes to our aid in our commercial transactions throughout the globe such as business and education. In learning an English language is now in demand because it takes place in globalization and helpful in dealing with other people from a foreign country. Unlike other languages, it has a establish pattern, phonological constraint and grammatical structure. In a real sense, English is an international and recognizable as a language we use today. To begin, language of human has different varieties and acquisitions that can be learn through a process. Firstly, the first language acquisition (L1) is a language through with the child makes acquaintance with anything about it to communicate. Learning L1 which is also called as mother tongue takes place in every natural way and through proper imitation and exposition. On the contrary, second language acquisition (L2) which is also called as foreign language is a language skill in listening, speaking, precedes reading and writing at school only. Learning L2 include a variety of situations such as exchanges in restaurant and stores, conversation with friends, reading street signs and news papers as well as classroom activities. At the present time, language teaching and other subjects like mathematics is use in mother...
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...SUBJECT ASSIGNMENT: CLASSROOM MANAGEMENT - TECHNIQUES AND REFLECTIONS ON PRACTICE Assignment: Do the following exercises and justify or explain your answers where appropriate. Task 1 Look at Ur’s list of patterns of interaction below. Decide whether each interaction is either more student-centred or more teacher-centred. Justify your answers. Group work .This type of work is student-centred in regard to the active participation of the students in the task given. Closed-ended teacher questioning. This is a teacher-centred interaction. The students direct their communication to the teacher waiting for approval. There seems to be a kind of feedback; however, it shouldn't be focused on individuals as it should be done as a whole class. Individual work. This is a student-centred pattern. Students work independently and at their own speed. It is an excellent opportunity for them to explore and perceive their own learning style. However, the only drawback is the lack of social-educational components and the risk of idling. Choral responses. This is teacher-centred interaction. The teacher is in control of the whole interaction in the class by building the drills, during which students don't have the chance to deal with the new language information in their own minds. Collaboration. This is a student-centred activity. There is an observable interaction in sharing experiences and joining intellectual effort, working together to search for understanding and solutions in their...
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...Computer Games in Language Instruction A computer game is a formal, rule-based system performed on a computer, with a variable and quantifiable outcome (Tobias, Fletcher, Dai, & Wind, 2011). The computer game engages players by requiring them to influence the outcome using various strategies and to feel the consequences (such as winning the game or certain rewards) (Tobias, et al., 2011). In the classroom, computer games can increase a feeling of involvement and engagement with the game and improve motivation to learn the fundamental material (Tobias, et al., 2011). The history of computer games as an instructive tool is relatively short. The entry of computer games into learning and instruction began in the 1980s, when the design and construction of the games themselves was a popular way to learn about computers (Games & Squire, 2011). However, it was not until the 1990s that the computer game began to be a common tool for instruction. In the mid-1990s, commercial edutainment games were used commonly, and then they were disappeared in the mid-2000s due to the poor management of the sector’s leaders (Games & Squire, 2011). Nowadays, digital game-based learning, focusing on an emphasis of interaction and learning, is more common than only edutainment games (Games & Squire, 2011). Computer games have been used in language...
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...INTERLANGUAGE Introduction In this part, it is discussed that there are differences between teaching and learning. For example, in teaching perspective, anyone may write very well a methodology paper which related desired output to known inputs in a principled way. But in learning perspective, anyone may write very well a paper describing the process of attempted learning of second language. The interlanguage part is written from the learning perspective, regardless of one’s failure or success in the attempted learning of a second language. The concept of interlanguage was suggested by Selinker in order to draw attention to the possibility that the learner’s language can be regarded as a distinct language variety or system with its own particular characteristics and rules. There is a key term which is named ‘meaningful performance’. It is used to refer to the situation where an adult attempts to express meanings, which he or she may already have, in a language which he or she is in the process of learning. The writer thinks that one of our greatest difficulties in establishing a psychology of second language learning which is relevant to the way people actually learn second languages, has been our inability to identify unambiguously the phenomena we wish to study. I agree with the writer, because we have difficulty in learning second language and a correct understanding of this phenomenon leads to the postulation of certain theoretical constructs...
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...of instruction for ELL students these are English emersion, English as a second language, bilingual education, and primary language programs. All these English Language Learners have an L1 and English comes as an L2. They can have varying levels of English. They can start from no English to some. There are some strategies that can be used to help ELL students to read. Visual references are the most important because they can make connections with what they are reading. No matter what type of ELL instruction the student needs someone to help him/her through the English transition. Sometimes teachers need to draw on differentiated instruction when teaching to ELLs. This means that the teacher will have to design the instruction in order to meet the students’ needs in the same classroom. Often, the assignment is the same for all students but less is expected of the child who is struggling. Normally, when the teacher differentiates she assesses the students first to know what they need. They are also flexible and also they are aware of the students’ differences, their interests, and their levels of achievement. Intervention programs are part of differentiated instruction. Early intervention refers to a program that encourage literacy instruction that is developmentally appropriate for the student. The purpose is to enhance the student’s literacy. Teachers are still questioning if this kind of intervention must be done at the classroom or if it is more appropriate to address the...
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...Reading and Second Language Learners Research Report May 1999 This report prepared by Magda Costantino, Ph.D. The Evergreen Center for Education Improvement The Evergreen State College Olympia, Washington 98505 With assistance from: Joe St. Charles Susan Tepper Edlamae Baird Acknowledgment to Gary Burris and Lynne Adair For their invaluable assistance with the project This material is available in alternative format by request. Contact Bilingual Education at 360-753-2573, TDD 360-664-3631. The Office of the Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age or marital status. Table of Contents (click on page number for access) Introduction......................................................................................................................... 1 Executive Summary ............................................................................................................ 3 Chapter One Language Acquisition and the Language Learner .......................................................... 7 Section One: How Does First Language Develop? .................................................... 7 Section Two: How Does Second Language Develop? ............................................... 9 Foundational Theories ...............................................................................................
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...SUBJECT ASSIGNMENT: CLASSROOM MANAGEMENT SUBJECT ASSIGNMENT: CLASSROOM MANAGEMENT GENERAL INFORMATION: The subject assignment consists of doing eight short exercises. To do so, leave the activities’ statements where they are and just answer below them. This assignment must be done in groups of three or four (the corresponding tutor will choose the group members during the tutorials) and the work must fulfil the following conditions: * Length: between 8 and 10 pages (without including cover, index or appendices –if there are any-). * Type of font: Arial or Times New Roman. * Size: 11. * Line height: 1.5. * Alignment: Justified. The assignment has to be done in this Word document. In order to make the correction process easier, please, do not write the answers in bold, and it will then be easier to distinguish between them and the activities’ statements. On the other hand, the assignment must still fulfil the rules of presentation and edition, and follow the rubric for quoting and making bibliographical references as detailed in the Study Guide. Also, it has to be submitted following the procedure specified in the Study Guide. Sending it to the tutor’s e-mail is not permitted. Both members of the group have to send the assignment. In addition to this, it is very important to read the assessment criteria, which can be found in the Study Guide. The assignment mark is 100% of the final mark, but the participation in the activities...
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...mode of instruction in all subjects except for English and Filipino. The study focuses on the issues and the challenges of the primary teachers in using mother tongue as a mode of instruction in teaching Mathematics. The sample comprised of 10 primary teachers from one of the central public schools in Davao City. Interview protocol and structured questionnaire were the data collection instruments. The researchers found out that the use of mother tongue in teaching mathematics may not be achieved soon. The Sinugbuanong Bisaya terminologies in Mathematics, the writing competency of the pupils in Sinugbuanong Bisaya, the teacher’s guide and the language itself are the issues and challenges that the primary teachers encountered in teaching Mathematics using mother tongue language as a mode of instruction. One of the major recommendations was to have terminologies in Mathematics using the mother tongue – Sinugbuanong Bisaya and for the teachers to attend seminars to widen their knowledge about this new program of the Department of Education. Mathematics would obviously benefit from such a conference. Introduction Mother tongue-based multilingual education is the provision of education in a child’s mother tongue, or a home language familiar to them, as well as providing them with an opportunity to learn a second (or third) language of wider communication. In MTB MLE programs, students’ gain initial literacy in their first language (L1) and the first language is the only language...
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...Mother Tongue and L2 English Learners I remember the time when I was told that in an English class the use of the mother tongue cannot be acceptable because it is not beneficial for students to learn a foreign language. So I asked to myself, why? Because I knew that you cannot speak in Spanish all the time, but “never”? In my classes I accept it for some activities and for others I do not. According to Davis Carless “Students use of the mother tongue in the task-based classroom”, the use of the native language or mother tongue (MT) is quite complex because it could be beneficial for learners but, at the same time, it could not. In general, the use of MT is stigmatized by some methods, and teachers who cannot handle a class in the target language (TL) feel frustrated by the overuse of the students’ first language. However, as the writer claims, by taking into account the type of tasks we give to our students we can analize which are the ones that imply a positive effect on the second language acquisition and the ones that imply negative effects. Thus, teachers will be able to handle a task-based class with both languages in interaction. Firstly, Carless argues that the use of MT may have positive and negative effects on second language acquisition. Positive effects seem to “serve social and cognitive functions, including the construction of scaffolded assistance and create through collaborative dialogue the opportunity for language acquisition to take place.” In fact, through...
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...been trying to agree upon for decades is “What is the best way to teach English Language Learners (ELLs)?” This is particularly true today as the numbers of students with limited English proficiency (LEP) are increasing; about 37.4 percent of the state’s public school enrollment. ELLs face a great challenge: They must learn academic curriculum and a new language simultaneously. Some argue that it is too much to expect ELLS to learn academic content and a second language, when they have not gained literacy in their first language. Others contend ELLs students fall too far behind academically in transitional bilingual programs, and they need to learn English quickly enough and fluently enough in order to participate in academic courses in mathematics, reading/language arts, social studies, and science). In the late 1990s, bilingual education came under attack for failing to do an adequate job of developing English proficiency in ELLs in an effective and timely manner. In 1998, California voters passed Proposition 227, making it so that English language learners were to be taught “overwhelmingly in English” and would spend at least one year in Sheltered English Immersion (SEI) learning both English language development (ELD) and content instruction utilizing “specially designed academic instruction in English” (SDAIE). The goal was for Limited English Proficient (LEP) students to quickly gain English proficiency through in SEI classes so they could transition into mainstream...
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