Myths about language learning

  Below are some common myths about language learning.  For a full discussion and scenarios of each please see the book Myths and Realities. (Samway, K.D. & McKeon, D. (2007) Myths & realities: Best practices for English language learners. Portsmouth: Heinemann.)

PLACEMENT MYTH ELL: students need only about one year in which to learn enough English to be able to succeed academically.  Therefore, the emphasis should be on transitioning students out of special programs as quickly as possible.

REALITY: There is great variability in how quickly ELL students learn English and in the type of proficiency they reach in conversational and literacy situations.  However, most ELL students need from seven to ten years in order to acquire academic English on a level comparable to their native-speaking peers. 

STAFFING/STAFF DEVELOPMENT MYTH:  English language learners learn more quickly when they are placed exclusively with teachers who are native speakers of English.

REALITY: Just being a native speaker of English isn’t enough to ensure that students will learn English – what’s really important is that a teacher is well-qualified to teacher.  Nonnative speakers of English can be excellent ESOL teachers. 

SECOND LANGUAGE ACQUISTION MYTH: Once second language learners are able to speak with reasonable fluency, their problems are likely to be over in school.

REALITY: The ability to speak a second language (especially in conversational settings) does not guarantee that a student will be able to use the language effectively in academic settings. 

SECOND LANGUAGE ACQUISITION MYTH: Learning academic English is equally challenging for all second language learners.

REALITY: The challenge of learning English for school varies tremendously from learner to learner and depends on many factors.

SECOND LANGUAGE ACQUISITION MYTH: If we focus on teaching the English language, learning in all areas will occur faster.

REALITY: Language learning is a developmental process; while learning a language will not occur in the absence of exposure to the language, increased exposure to the language (particularly in academic settings) does not guarantee quicker learning.

Цікаве в Блогах:

Використання гри в навчальному процесі

Головний феномен гри полягає в тому, що, будучи розвагою, вона переростає в навчання, у творчість та у модель людських відносин.

Ще з давніх часів люди використовували гру як метод навчання. В наш час гра є важливою частиною навчального процесу як в дошкільних і шкільних, так і в позашкільних установах. Головна мета застосування гри – це активізація та інтенсифікація навчального процесу. Сьогодні гру використовують:

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