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Contents contributed and discussions participated by lj harville

lj harville

ISTE | Home - 0 views

shared by lj harville on 15 Dec 09 - Cached
lj harville

Why Talk Is Important in Classrooms - 0 views

  • One student at a time is talking while the others listen or ignore the class. Second, the teacher is clearly using a lot of academic language, which is great
  • oral language plays in literacy development, defining it as "the ability to express oneself coherently and to communicate freely with others by word of mouth."
  • . Although Spanish is the most common second language in the United States, students in a given school district might speak more than 100 different languages. These languages differ in their pronunciation patterns, orthographic representations, and histories—and thus in the ease with which students can transfer their prior knowledge about language to English. Proficiency in the home language. Students who speak the same language and are in the same grade may have very different levels of academic language proficiency in their home language depending on such factors as age and prior education. The development of a formal first language facilitates learning in additional languages. Generation. There are recognized differences in language proficiency for students of different generations living in the United States. First and second generations of English language learners differ in significant ways, including the ability to use English at home. Because protracted English language learners born outside the United States attempt to straddle their old world and the new world in which they live, they experience greater difficulty in developing English proficiency. Number of languages spoken. Some students enroll in schools having mastered more than one language already and thus have gained a linguistic flexibility that can aid in learning additional languages. Others have spoken one language at home for years, and their exposure to English is a new learning experience. Motivation. Students differ in their motivation to learn English depending on their migration, immigration, or birthplace. Immigrant families leave their homelands for a variety of reasons—political and economic are perhaps the most common. Many of our students have left loved ones behind, along with a familiar and cherished way of life. Some even hope to return when a war is ended or when the family has enough money to better their life in their home country. These students may not feel a great need to become proficient in a language they don't intend to use for very long. Poverty. Living in poverty and experiencing food insecurity have a profound impact on learning in general and language learning in particular. Simply said, when students' basic needs are met, they are more likely to excel in school. Personality. Some students are naturally outgoing and verbal; others are shy or prefer more independent activities. Some are risk takers who are not afraid to make mistakes; others want their utterances to be perfect. These differences in personality can lead to differences in the rate at which students gain proficiency in listening and speaking or reading and writing.
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  • But think about the self-talk (inner speaking) you use when you complete independent tasks. Some of this self-talk occurs in your mind, whereas some is vocalized. Again, thinking occurs as we use language, and this type of talk is an important aspect to learning.
  • Students were expected to memorize facts and be able to recite them. Remember that in most classrooms of the late 1800s, the age range was very diverse. In the same classroom, teachers might have students who were 5 or 6 years old and others who were 15 to 18. Talking by students was not the norm. In fact, students were punished for talking in class, even if the talk was academic!
    • lj harville
       
      practicing to see if i am doing this correct...
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