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2.1 Spoken English Language

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Whatever the perspective, teachers can embrace different cultures in which children bring to the classroom their languages. Emmitt and colleagues articulate that children’s first language has differences in cultural context that can make meaning and reality. Thus, providing significant, authentic opportunities and a variety of goals into a diverse classroom can emulate real life literacy experiences.
2.1 Spoken English language variations
Standard Australian English (SAE) is the variation of English amongst others recognized as the Australian official language, Fellowes and Oakley (2010). Subsequently, it is important that children develop competency in SAE.
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In this scenario, when Johnny first asks Ken, “does your friend have to stay here all the time?” , he is coming off rather strong and it is catching Ken off guard since Johnny is not being fully clear about his question to Ken, therefore, Ken is more likely to respond negatively and defensively. After Ken responds, Johnny gives a vague response and does not provide and reasons why he changed his mind. Johnny’s reply is also a high level abstract language response and it makes it hard for Ken to understand how Johnny is feeling and what he is going through.

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Four content descriptors were chosen to be taught and assessed, covering all three of the English strands (language, literature and literacy) from the Australian Curriculum (ACARA, 2017a). As a cohesive unit, the four descriptors have been purposefully integrated to create an aesthetic and engaging way for students to demonstrate their learning. The assessment task aligns with the requirements of the year two syllabus and specifically addresses the learning required in the year two achievement standard (QCAA, 2015). The Year two achievement standard in the syllabus outlines that, by the end of year two students should be able to use everyday language features and topic-specific vocabulary (QCAA. 2015). Students should also be able to draw on their own experiences, imagination and information that they have previously learned to create texts (QCAA, 2015).

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In the writing, Jake Jamieson introduced and explained an argument about English using for immigrants. In first paragraph, the author introduced that the melting pot system is not working truly. Many people think the U.S. is famous for melting pot because of many immigrants. These people view the melting pot as a pot which contains many melted cultures and living styles inside. But he argues that these people lose their culture by adapting to new culture and only thing left is discrimination.

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The WIDA English Language Development Standards were established to guide, support, and help multilingual learners in their curriculum, instruction, and assessment. The WIDA standards express the importance of giving multilingual learners an environment where they can learn both academic content and language hand in hand. It is important that multilingual learners are not only growing academically but that they are also being culturally sustained. The philosophy behind the WIDA standards is that multilingual learners and ELLs get a fuller and rich filled learning experience in both culture and curriculum.

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Over time, the way the English language has been spoken has drastically changed. The way people talked during the Old English times was developed through the German language, Middle English was developed through the French language and Modern English is what people currently use. Throughout time, the English language has always been changing and evolving. Languages are constantly changing "because the needs of the speaker change" (Birner). Technology has had a significantly large impact on the English language because people are always looking for ways to do things faster than they normally would.

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Stage 2 English Pathways Language Study 2015 SACE # Title of the LS Language is the way people communicate with each other; it could be in written or spoken form. This can be undertaken by the use of words, expression even it symbols, or signs. For my language study the place that I have chosen in this study is my football club. I am involved with the club because I play there.

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The importance of ESOL and literacy teaching in London cannot be understated. The capital is a cauldron of different cultures and languages (over three hundred ) and the mix of nationalities and people (3.2 million foreign-born in 2015 ) grows with each passing year. The city is ‘increasingly characterised by (its) superdiversity’ and, as such, ESOL caters to a wide range of people seeking to learn the English language and improve their literacy, (defined as ‘a range of skills that include reading, writing, speaking and listening in order to be able to understand, evaluate, use and engage with written texts’ .) As Simpson, Cooke and Baynham note, aside from ‘learners whose expert languages are not English’ those who enrol might also comprise

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Key concepts from English Language Learners (ELLs): • The ELL population is projected to rise by 30% by 2015. • Instead of immersion, emphasis should be put on making sure students are being addressed in both English and their native tongues. • It is difficult to find bilingual teachers to focus on the development of both languages; so many programs instead focus on the proficiency of one language and ignore the other. • This instruction isn’t good enough to help a child cope with more complex texts and cultural euphemisms and metaphors within higher texts. • Authentic practices and student engagement in whole class instruction can be the best way in which these students are both exposed to and practice their skills.

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2.0 INTRODUCTION Language development happens both inside the classroom (as part of a formal establishment, school or institute) and outside it. The classroom is generally considered a formal setting, and most other environments informal, with respect to language learning. “In environments where informal language development is adequate, it is possible to regard the formal classroom as supplemental, complementary, facilitating and consolidating”(Van Lier, 1988: 20). For second-language development in such environments the informal settings can be regarded as primary and the formal classroom as ancillary. The L2 lesson then becomes a language arts lesson, focusing on special language skills and cognitive/academic growth, much in the same way

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3141 Words | 13 Pages

I will take this area of diversity with me throughout my teaching as I feel that it is generally overlooked in schools. The language that some textbooks, exam papers and even teachers use is not suited to the students. The students are not at that level linguistically so I feel that teachers should be aware of this, and incorporate it into their teaching. This could be done by avoiding bias within chosen texts or the assessment techniques applied. The language I use in the classroom should not hinder one group of students and give advantage to

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505 Words | 3 Pages

Flora Lewis once stated “Learning another language is not only learning different words for the same things, but learning another way to think about things”. While some Americans believe that only English should be taught in first grade there are others who believe that other languages should also be taught with English in the first grade. French or Spanish should be the languages taught with English in the first grade. “In 2001, 26% of the average adult in America is multilingual. 55% of the multilinguals speak Spanish, 17% speak French, 10% speak German, 3% speak Italian, 2% speak Chinese and 13% speak other languages” (McComb para. 18).

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The Language Culture and Society programme provides us with strong theoretical and interdisciplinary foundation for the study of a range of educational practices across the human lifespan and in a range of theoretical and methodological perspective is brought to bear on studies that explore the nature of literate practices, democracy and civic engagement and participation in social life. The programme focuses on relationships between education school and the dynamics and changing structures of language, culture, and society. It examines connection between broader, social, cultural, linguistic, historical, aesthetic and political factors in education and the local context in which these issues take place. It has long been recognized that language is an essential and important part of a given culture and that the impact of culture upon a given language is something intrinsic and indispensible. Language is a social phenomenon.

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