Language Acquistion Theories

Custom Student Mr. Teacher ENG 1001-04 10 November 2016

Language Acquistion Theories

Bridging two worlds : Reading comprehension , figurative language instruction , and the English language learner ‘ Name University Introduction Many students in American schools today speak English as a foreign language . The English language learner (ELL ) finds that English contains words and phrases that may seem confusing because of the disparity between the literal and figurative meanings . These words and phrases are used in everyday conversations by native speakers but ELL students find them hard to decode not only because of their figurative meanings but because of the various meanings one figurative word or phrase could contain depending on the context by which it is used .

The inability to interpret figurative language “leads to a breakdown in text comprehension which , in turn can frustrate readers and discourage them from continuing the reading task (Palmer Brooks , 2004 ‘ Figurative language instruction The article discusses the case of Alejandro , an ELL student , to illustrate how and why ELL students find it difficult to understand figurative language in English . His teacher found Alejandro to be timid and withdrawn in class because of a lack of confidence in communication with the language . As a result , he disliked reading and writing although he developed literal listening skills .

The results of his Figurative Language Interpretation Test confirmed his weakness in interpreting figurative language . His teacher then designed a scaffolding plan involving several instructional strategies which include the following : “explicit instruction , connections to the real world , dialogue in context , modeling and independent practice , visualization and the use of

the native language (Palmer , Miller Leclere , 2006 . The first step of the strategy involved a 3-step process by Simmons Palmer (1994 ) for finding meaning in figurative language . The teacher first identifies the figurative language in a written text , determine if the literal meaning in the text makes sense , 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 fourth 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 various forms of the figurative language and contextualize them . Daily interaction and practice with the student , through both oral and written activities , are encouraged for the student to gain command of the newly-learned concepts . Another helpful strategy might be drawing both literal and figurative interpretations of the figurative expressions . Most children certainly relate more to visual imagery in figurative language . Finally , the primary language of the students should also be encouraged instead of dismissed during the teaching process .

Second language students who study 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 language . Conclusion The strategies explained in the article look simple enough and can be practiced by any teacher handling classes with ELL students . They are practical and have been proven effective . The steps outlined in the article have actually…


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  • University/College: University of Chicago

  • Type of paper: Thesis/Dissertation Chapter

  • Date: 10 November 2016

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