Language Acquistion Theories

Running Head : ARTICLE SUMMARYArticle Summary of Bridging two grounds : read intelligence , figural expression instructionand the incline verbiage learnerNameUniversityIntroductionMany scholars in Ameri arse schools today speak position as a foreign manner of speaking . The English wrangle learner (ELL ) finds that English throws words and phrases that may seem goldbrickfusing because of the disparity amid the tangible and poetic moments . These words and phrases argon used in ordinary conversations by native speakers but ELL students find them overweight to decipher not only because of their synecdochic meanings but because of the divers(a) meanings one metonymic word or phrase could contain depending on the con schoolbook by which it is used . The inability to catch figurative language leads to a breakdow n in textbook comprehension which , in turn can frustrate readers and discourage them from inveterate 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 His teacher found Alejandro to be timid and withdrawn in follow apart because of a lack of confidence in communication with the language . As a result , he disliked reading and writing although he developed literal listen skills . The results of his Figurative Language Interpretation Test confirmed his failing in interpreting figurative language . His teacher past 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 utilize , optical image and the use of the native language (Palmer , miller Leclere , 2006 . The set! off stair of the scheme involved a 3-step practise by Simmons Palmer (1994 ) for decision meaning in figurative language . The teacher first identifies the figurative language in a pen text , determine if the literal meaning in the text makes awareness , 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 poop 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 of the figurative language and contextualize them . Daily interaction and practice with the student , through two oral and written activities , are support for the student to gain command of the newly-learned concepts . other helpful strategy might be drawing both literal and figurative interpretations of the figurative expressions Most children certainly match more to visual imagery in figurative language . Finally , the principal(a) language of the students should to a fault be encouraged sooner of laid-off 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 languageConclusionThe 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 travel describe in the ar ticle have actually...If you want to pulsate a full ! essay, order it on our website: OrderCustomPaper.com

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