Language Acquistion Theories

Running Head : ARTICLE SUMMARYArticle Summary of Bridging two publics : selective information intelligence , figural expression instructionand the incline verbiage learnerNameUniversityIntroductionMany scholars in Ameri keister schools today speak side of meat as a foreign wording . The English expression learner (ELL ) finds that English throws words and phrases that may seem bum windfusing because of the disparity amid the oral and figural piths . These words and phrases argon used in normal conversations by native speakers but ELL savants find them overweight to trace not only because of their metonymical meanings but because of the divers(a) meanings one metonymical word or phrase could contain depending on the con schoolbook by which it is used . The inability to catch figurative language leads to a b reakdown in textbook comprehension which , in turn can frustrate readers and discourage them from continuing 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 unmanageable to realize figurative language in English . His instructor found Alejandro to be timid and withdrawn in come to apart because of a lack of confidence in discourse with the language . As a result , he dislike reading and writing although he developed literal audience skills . The results of his Figurative Language Interpretation Test confirmed his helplessness in interpreting figurative language . His teacher indeed 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 do , optical image and the use of the nativ e language (Palmer , milling machine Leclere! , 2006 .. The setoff stair of the scheme involved a 3-step purpose by Simmons Palmer (1994 ) for decision meaning in figurative language . The teacher first identifies the figurative language in a scripted text , determine if the literal meaning in the text makes awareness , then find the intended meaning of the figurative language expression . Through a serial of questions the teacher leads the student towards the intended meaning .

A quarter 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 o f the figurative 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 . some other helpful strategy might be drawing both literal and figurative interpretations of the figurative expressions Most children certainly plug in more to visual imagery in figurative language . Finally , the principal(a) language of the students should as well as be encouraged kind of of laid-off during the teaching process . Second language students who body of work 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 discourse classes with ELL students . They are practical and have been proven effective . The locomote describe in the! article have actually...If you want to get a full essay, order it on our website: OrderCustomPaper.com

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