Oral Language Development
Q: How can I create the best classroom environment that promotes oral language development in a second language?
A: The environment needs to be composed of meaningful, authentic and relevant print. Students should be exposed to concrete and hands-on activities. Instruction should be delivered at a higher cognitive level. The status of the language needs to be accepted and valued by all. And last but not least, students should use the language to learn the language.
Q: What should we expect from students in their second language development?
A: Language development follows a process; students develop a second language through the use of gestures and single word answers, then, they gradually use phrases and sentences until they get to have the fluency similar to an English-native speaker. Standards have been developed by TESOL, 1997 for Foreign Language Learners, but these can be applied to any learner of a second language.
Q: What should be done about code switching?
A: Codeswitching is allowed from the students during discussions; however, separating the language when they are young should be suggested. Students are trying to negotiate meaning and substitute for words they don't remember at a certain time; however, in a dual language classroom, the teacher needs to be a good model of language use; therefore, the teacher needs to separate the languages and not code switch.
Q: How should I organize instruction to help students acquire language?
A: Language objectives should be emphasized through instruction of thematic units. The objectives should be integrated in the content areas and in the social interactions among students. Language is learned incidentally in the everyday occurrences in the classroom. Teachers need to allow opportunities for the students to interact in the second language. Using the Preview, View and Review allows students to hear the vocabulary in their native language as well as their first language; this will facilitate negotiating meaning and confirmation of knowledge.
Reference
Cloud, N., Genesee, F., Hamayan, E. Dual Language Instruction: A Handbook for Enriched Education, 2000, pp. 25-47.
A: The environment needs to be composed of meaningful, authentic and relevant print. Students should be exposed to concrete and hands-on activities. Instruction should be delivered at a higher cognitive level. The status of the language needs to be accepted and valued by all. And last but not least, students should use the language to learn the language.
Q: What should we expect from students in their second language development?
A: Language development follows a process; students develop a second language through the use of gestures and single word answers, then, they gradually use phrases and sentences until they get to have the fluency similar to an English-native speaker. Standards have been developed by TESOL, 1997 for Foreign Language Learners, but these can be applied to any learner of a second language.
Q: What should be done about code switching?
A: Codeswitching is allowed from the students during discussions; however, separating the language when they are young should be suggested. Students are trying to negotiate meaning and substitute for words they don't remember at a certain time; however, in a dual language classroom, the teacher needs to be a good model of language use; therefore, the teacher needs to separate the languages and not code switch.
Q: How should I organize instruction to help students acquire language?
A: Language objectives should be emphasized through instruction of thematic units. The objectives should be integrated in the content areas and in the social interactions among students. Language is learned incidentally in the everyday occurrences in the classroom. Teachers need to allow opportunities for the students to interact in the second language. Using the Preview, View and Review allows students to hear the vocabulary in their native language as well as their first language; this will facilitate negotiating meaning and confirmation of knowledge.
Reference
Cloud, N., Genesee, F., Hamayan, E. Dual Language Instruction: A Handbook for Enriched Education, 2000, pp. 25-47.
Copyright © Dual Language Corner, 2012 Last updated April, 2012