Effects of Peer Tutoring on the Second Language Acquisition of Mexican American Children in Elementary School

1987 ◽  
Vol 21 (4) ◽  
pp. 717 ◽  
Author(s):  
Diane L. August
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Peer Tutoring ◽  
Mexican American ◽  
American Children

scholarly journals ANALYSIS OF INTERLINGUAL ERRORS IN ENGLISH IN ELEMENTARY SCHOOL STUDENTS

Widya Accarya ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 231-238
Author(s):  
Kadek Adyatna Wedananta
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Elementary School Students ◽  
School Students ◽  
School Grades ◽  
English Students

ABSTRAK: This study analyzes such interlanguage errors in five private English students with low school grades. That is why some of these students' interlingual errors are easy to spot. The use of English must take place during a private course in English. This can happen from teacher to student or from student to teacher, or it can occur when certain written activities are completed by students. This study found evidence that English was still used at the Interlanguage (IL) level because although they used English, some students still had interlingual errors, such as the use of To Be, prepositions and adjectives / nouns, etc. This study also finds a technique by which teachers solve the interlingual error problem by using Drill method, which allows them to repeat the use of To Be, adjectives, etc. Keywords: Second Language Acquisition, Interlingual Errors, Drill Method

scholarly journals Innatist and Interactionist Learning Approaches of Elementary School Students’ Language Acquisition

2019 ◽  
Vol 31 (1) ◽  
pp. 14
Author(s):  
Petra Kristi Mulyani
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Elementary School Students ◽  
Oral Language ◽  
Educational Program ◽  
Learning Approaches ◽  
School Students ◽  
Students First

Language acquisition starts in childhood. Oral language is the initial language to learn. Within it, lies norms to make language functional. Children start to function the language through communication. Communication provides an identity that shapes them into different settings. As language acquisition is unique and individual, experts have been studying to interpret it. There are at least three theorists of language acquisition. They are a behaviorist, innatist, and interactionist. Experts are debating on which theory provides the most appropriate approaches for the students. The discussion will compare innatist and interactionist approaches to the students’ first and second language acquisition. It describes how the educational program would be like when using innatist and interactionist learning approaches. There are also critiques on innatist and interactionist approaches. A suggestion is provided to strategically integrate both approaches to understand language acquisition process in both first and second language students. 

scholarly journals Innatist and Interactionist Learning Approaches of Elementary School Students’ Language Acquisition

2019 ◽  
Vol 31 (1) ◽  
pp. 14
Author(s):  
Petra Kristi Mulyani
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Elementary School Students ◽  
Oral Language ◽  
Educational Program ◽  
Learning Approaches ◽  
School Students ◽  
Students First

Language acquisition starts in childhood. Oral language is the initial language to learn. Within it, lies norms to make language functional. Children start to function the language through communication. Communication provides an identity that shapes them into different settings. As language acquisition is unique and individual, experts have been studying to interpret it. There are at least three theorists of language acquisition. They are a behaviorist, innatist, and interactionist. Experts are debating on which theory provides the most appropriate approaches for the students. The discussion will compare innatist and interactionist approaches to the students’ first and second language acquisition. It describes how the educational program would be like when using innatist and interactionist learning approaches. There are also critiques on innatist and interactionist approaches. A suggestion is provided to strategically integrate both approaches to understand language acquisition process in both first and second language students. 

scholarly journals THE EFFECTS OF STORY RECITATION FOR YOUNG LANGUAGE LEARNERS

2018 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Anesti Budi Ermerawati
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learners ◽  
Positive Attitude ◽  
Language Input ◽  
Language Context

This article discusses the effects of reciting English story in a way to prepare a storytelling competition in a private elementary school. Initially forced to use the method, the young language learners (YLL) gradually came to appreciate it. The practice enabled them to construct the story comprehensively, to improve pronunciation, to motivate their peers to tell the story confidently, and to develop the habit of attending the details of language in the context of language input. To investigate how beneficial the English story recitation is, I use interview to examine teacher’s perceptions and experiences about story recitation and its effect on language development. I will also investigate how story recitation is used and its effects in an EFL (English as a foreign language) context. The paper concludes that such practice enhances YLL’s noticing and rehearsal and later it facilitates second language acquisition. Therefore, teachers are suggested to have a positive attitude towards English story recitation for young language learners.

Content-based language teaching with functional grammar in the elementary school

2014 ◽  
Vol 49 (1) ◽  
pp. 116-128 ◽  
Author(s):  
Mary J. Schleppegrell
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Functional Grammar ◽  
School Subjects ◽  
Do So

Today many second language (L2) teachers work with school-aged learners who need to be supported in their language development at the same time they learn school subjects. Applied linguists and researchers in second language acquisition (SLA) have much to contribute to those teachers, but to do so in more powerful ways calls for an orientation toward the goals of the content classroom. This plenary describes a project in which the theory of systemic functional linguistics is providing useful metalanguage for exploring language and meaning in curricular activities that also support disciplinary learning. It illustrates how language-based content teaching can provide the support children need.

scholarly journals Bilingual language acquisition by Korean schoolchildren in New York City

1999 ◽  
Vol 2 (2) ◽  
pp. 147-167 ◽  
Author(s):  
Sarah J. Shin ◽  
Lesley Milroy
Keyword(s):  
New York ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
L2 Learners ◽  
Korean And English ◽  
Plural Marking ◽  
American Children ◽  
L1 And L2

This paper examines the bilingual language development of young Korean–American children with respect to their acquisition of English grammatical morphemes and the different plural marking systems of Korean and English. We address two specific issues: (1) “do L1 and L2 learners acquire the grammatical features of a given language in the same sequence?” and (2) “do L2 learners of different L1 backgrounds learn the grammatical features of a given second language in the same sequence?” Comparison of our results with those of other morpheme acquisition studies suggests that L1 and L2 learners of English do not acquire English grammatical features in the same sequence. Furthermore, there is evidence that first language influences the course of second language acquisition. Results of an experimental study of plural marking suggest that the bilingual children in most, but not all, respects follow similar, but delayed patterns of first language acquisition of Korean and successive acquisition of English.

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