These last two weeks I have known so many teachers. So, it was one of these days when I met a substitute teacher who imparted six lessons only for one day. I could learn many things from her. Firstly, I could observe, and admire her energy, and class management. Besides she encouraged all the sudents to participate in the activities. Then, every student had chance of participating. However, I realized that she didn't let the students to speak in their native language (Karen, Spanish, Russia, and so forth), and she only spoke English.
I believe that if she only knew that to support student's first language and cultures help students to have an effective learning, she would change her way of teaching.
According to August, Hakuta, Collier, Crawford, Cummins, and Krashen's research:
This quote proves that it is very important to take in account the first language while you are teaching English a second or foreign language. In fact, student's native language level is an important issue in learning because if they don't have a strong basis in their native language they won't reach acquisition (Krashen, 1996). This occurs because it is totally important to relate the languages to have a better comprehension. And, in this case, students are starting to learn a new language, so they need this extra help to develop a new language. Indeed, students have to comprehend the message to learn and make it meaningful (Krashen, 1996). In addition, Krashen argues that:
In contrast, it is really important to support student's cultures when they are learning a second language. Acoording to the Schumann's Acculturation Model:
(2) Freeman, David E. and Yvone S. Freeman. 2001. Between worlds: access to second language acquisition. Portsmouth, NH: Heinemann. pag. 153.
(3) Freeman, David E. and Yvone S. Freeman. 2001. Between worlds: access to second language acquisition. Portsmouth, NH: Heinemann. pag. 74.
This link really can help you to teach in a cultural diverse classroom. It is a great workbook:
http://interculturalvoices.wordpress.com/activities/
Some discussions about L1 and L2 inside the classroom.
http://tesl-ej.org/ej20/f1.html
Other links:
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li7lk12.htm
I believe that if she only knew that to support student's first language and cultures help students to have an effective learning, she would change her way of teaching.
According to August, Hakuta, Collier, Crawford, Cummins, and Krashen's research:
"most effective way for second language students to develop both academic concepts and English language proficiency is through the development of their first language."(1)
This quote proves that it is very important to take in account the first language while you are teaching English a second or foreign language. In fact, student's native language level is an important issue in learning because if they don't have a strong basis in their native language they won't reach acquisition (Krashen, 1996). This occurs because it is totally important to relate the languages to have a better comprehension. And, in this case, students are starting to learn a new language, so they need this extra help to develop a new language. Indeed, students have to comprehend the message to learn and make it meaningful (Krashen, 1996). In addition, Krashen argues that:
"providing primary language instructions to English learners gives them two things: knowledge and literacy. When students develop literacy and content- area knowledge in their first language, they can transfer their ability to read and their academic skills to their second language." (2)
In contrast, it is really important to support student's cultures when they are learning a second language. Acoording to the Schumann's Acculturation Model:
"the greater the social distance between two cultures, the greater the difficulty the learner will have in learning the second language, and conversely, the smaller the social distance (the greater the social solidarity between the two cultures), the better will be the language learning situation." (3)
(1) Freeman, David E. and Yvone S. Freeman. 2001. Between worlds: access to second language acquisition. Portsmouth, NH: Heinemann. pag. 150. It means that students need to feel that native speakers respect their cultures and customs. If they don't feel these, they won't be willing to learn that language.
In conclusion, if she only knew that these two theories exist, she would probably help her student to master acquisition.
Bibliography:
In conclusion, if she only knew that these two theories exist, she would probably help her student to master acquisition.
Bibliography:
(2) Freeman, David E. and Yvone S. Freeman. 2001. Between worlds: access to second language acquisition. Portsmouth, NH: Heinemann. pag. 153.
(3) Freeman, David E. and Yvone S. Freeman. 2001. Between worlds: access to second language acquisition. Portsmouth, NH: Heinemann. pag. 74.
This link really can help you to teach in a cultural diverse classroom. It is a great workbook:
http://interculturalvoices.wordpress.com/activities/
Some discussions about L1 and L2 inside the classroom.
http://tesl-ej.org/ej20/f1.html
Other links:
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li7lk12.htm
