Action Research and Language Development-myassignmenthelp.com

Question: Discuss about theAction Research and Language Development. Answer: Introduction Exposure to that of many languages can be detrimental for the process of language development of children and it can impair the ability of the children to learn. The non-native speaker faces hindrance in relation to language development. The parents speaking a different language and hereditary instincts makes it difficult for the children to adopt and learn the new language. This report throws light on the ways that I can help the non-native speaker in the arena of language development. Action Research that can enhance language development of non-native speaker There are different measures that can be undertaken in order to develop the linguistic competence of the non-native speaker. I think that specialist teachers can be brought into the classroom who would work along with the mainstream teacher in order to develop the language competence of the non-native speaker. The children can be kept in separate classes for 1 year and be trained on the arena of language development (Larsen-Freeman Long, 2014). I shall arrange separate preparatory classes that will make it possible to attain a definite level of achievement for each pupil. Recent literature have however pointed out that immersion in the mainstream class can also help in this regard as they would be able to learn the new language from that of the native speakers. I think that if separate classes are necessary then a special curriculum along with support from that of specialist teachers can prove to be of extremely useful (Hulstijn, 2015). I would provide classroom support and appoint specialist teaching assistant can help the migrant children in the aspect of language acquisition. I think that the additional support that children receive in the early years till the time the language skills are matched with that of native children is important so that they can reach their full educational potential. The specialist teachers can provide learning assistance several times within a week. I would provide the right kind of resources that would prove to be helpful for the non-native speakers children in the field of language acquisition. I think that it will hav e a considerable impact so that the children can learn the academic vocabulary. I would ask other children who have the same mother tongue but who have been able to attain the skills related to language of instruction in providing peer support that can help them in learning the new language. (Saville-Troike Barto, 2016). I had seen while teaching at Ashcroft Public School that role models can be of great help in integrating the non-native speaker within the classroom and in increasing their language proficiency. There are different educational methods that can help in the process of language acquisition like James Ashers Total Physical Response Method. I would ask the students to do different kinds of physical activities (Larsen-Freeman Long, 2014). It helps in the process of subconscious picking up of language. It helps the children in understanding the cues and gaining concrete experiences that can help the children in the field of language development. The best way that can encourage the language development of non-native speaker children is to have interactions with the child. The children should be provided with adequate attention and they should be given the time so that they can respond. I would provide them with time to respond and building on what the children say can help in language acquisition of the non-native speaker children (Trenkic, Mirkovic Altmann, 2014). I can ask them regarding the happenings in their daily life that would help in the process of language acquisition. I would use different words that can help them in learning the meanings of new words and thus facilitate in the process of increasing their vocabulary. Using different kinds of contexts can help the child in learning the new language. The child can be encouraged to tell stories and be asked about his past life (Hulstijn, 2015). I would read books with the non-native children that would help them in learning new words and the meanings associated with it. Showing them interesting pictures can keep them engaged in the process of story-telling. I would link what is in the book with the happenings in the life of the children in order to aid him in learning the new language (Willinsky, 2017). I think that cooperation of schools along with the parents engagement can be helpful in the process of mentoring. Qualitative research has helped in pointing out that making the language simple and providing the translated terms that can help the children in the process of integration in the classroom (Saville-Troike Barto, 2016).I would provide them with the translated words that would help them in the process of language acquisition. I would provide them with peer support can be made use of in order to solve difficulty relating to non-native speakers language development. I shall provide dictionaries along with glossaries to the children in the early years so that they can successfully assimilate within the classroom environment. This can help the children considerably in progressing in the curriculum. I would implement the echo teaching methods that can prove to be effective and adjusting the speech can help in augmenting understanding. I would use interactive elements for aiding in the process of learning so that the children can learn the language of instruction quickly (Fromkin, Rodman Hyams, 2018). Comprehension comes before the stage of production and I as a teacher would provide a relaxed climate that can increase the motivation of the students and help them in the process of learning. Conclusion Specialist teachers working along with the mainstream teachers can be helpful in accommodating the non-native speaker in the classroom in the early years. It can help them in developing competence in language acquisition. Separate classes can be helpful for the children but I think that immersion within that of the mainstream class can be helpful for the non-native speakers language development. I as a teacher would provide them with peer support that can help in the process of new language acquisition. I would talk with the children so that they can hear new words and thus can increase their vocabulary. I would engage the child in the act of talking so that they can learn the new language quickly. I would ask the children to read books and tell stories that can help greatly in the process of language acquisition of the non-native children. It has been found that if the language is simple and if the students are provided with the translated terms then it can help the children. Dictio naries and glossaries can be provided to the children so that they can gain competence in the new language. References: Fromkin, V., Rodman, R., Hyams, N. (2018).An introduction to language. Cengage Learning. Hulstijn, J. H. (2015). Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning.Implicit and explicit learning of languages,48, 25. Hulstijn, J. H. (2015).Language proficiency in native and non-native speakers: Theory and research(Vol. 41). John Benjamins Publishing Company. Larsen-Freeman, D., Long, M. H. (2014).An introduction to second language acquisition research. Routledge. Saville-Troike, M., Barto, K. (2016).Introducing second language acquisition. Cambridge University Press. Saville-Troike, M., Barto, K. (2016).Introducing second language acquisition. Cambridge University Press. Trenkic, D., Mirkovic, J., Altmann, G. T. (2014). Real-time grammar processing by native and non-native speakers: Constructions unique to the second language.Bilingualism: Language and Cognition,17(2), 237-257. Willinsky, J. (2017).The new literacy: Redefining reading and writing in the schools. Routledge.