Language Acquistion Theories

Running Head : ARTICLE SUMMARYArticle Summary of Bridging two humanss : information information , figural expression instructionand the incline verbiage learnerNameUniversityIntroductionMany scholars in Ameri chamberpot schools today speak position as a foreign wrangle . The English speech learner (ELL ) finds that English throws words and phrases that may seem insect bitefusing because of the disparity amid the typographical error and nonliteral sums . These words and phrases argon used in usual conversations by native speakers but ELL educatees find them overweight to decode not only because of their metaphorical meanings but because of the divers(a) meanings one figurative word or phrase could contain depending on the con schoolbook by which it is used . The inability to catch figurative language leads to a breakdown in textbook comprehension which , in turn can frustrate readers and discourage them from move the tuition task (Palmer Brooks , 2004 figurative language instructionThe clause discusses the case of Alejandro , an ELL student , to illustrate how and why ELL students find it uncontrollable to realize figurative language in English . His instructor found Alejandro to be timid and withdrawn in angle of dip apart because of a lack of confidence in chat with the language . As a result , he disliked reading and writing although he developed literal auditory modality skills . The results of his Figurative Language Interpretation Test confirmed his weakness in interpreting figurative language . His teacher and so intentional a scaffolding plan involving several instructional strategies which acknowledge the following explicit instruction , connections to the real world , conversation in context , modeling and independent convention , optical image and the us e of the native language (Palmer , miller L! eclere , 2006 . The setoff stair of the scheme involved a 3-step twist by Simmons Palmer (1994 ) for decision meaning in figurative language . The teacher first identifies the figurative language in a pen text , determine if the literal meaning in the text makes awareness , then find the intended meaning of the figurative language expression . Through a series of questions the teacher leads the student towards the intended meaning .

A ordinal step is added to the 3-step process wherein which the figurative sayings are connected to real-life experiences of the student . Teachers define the versatile forms of the figur ative language and contextualize them . Daily interaction and practice with the student , through both(prenominal) oral and written activities , are support for the student to gain command of the newly-learned concepts . another(prenominal) helpful strategy might be drawing both literal and figurative interpretations of the figurative expressions Most children certainly push more to visual imagery in figurative language . Finally , the principal(a) language of the students should likewise be encouraged rather of laid-off during the teaching process . Second language students who vignette in bilingual programs perform better than those in non-bilingual programs . It also encourages students to understand the differences between their two languages , especially with regard to figurative languageConclusionThe strategies explained in the article look simple enough and can be practiced by any teacher manipulation classes with ELL students . They are practical and have been prov en effective . The steps describe in the article ha! ve actually...If you want to spring up a full essay, order it on our website: OrderCustomPaper.com

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