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澳洲作业代写:学术环境
2018-03-30 22:35
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澳洲作业代写:学术环境
Most teachers that teach second language students know there is a difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) (Cummins, 1979). What this is basically saying is that there is a difference in the way we speak during everyday activities and the way we speak in an academic setting, one being formal and the other informal. This also includes the way we write as well, whether we are in a formal or informal situation. When it comes to teaching, many teachers have a tendency of teaching CALP in the content areas because they teach to the standards, but many teachers fail to realize they must continue to teach in the L1 language to achieve the L2 stage. If teachers go in with the thought that they cannot vary their teaching styles because the curriculum will not allow it, they will realize they are doing a disservice to their ELL students. Teachers need to realize that by using L1 can actually make understanding L2 material easier to understand, and therefore making it easier for new students to acquire a new language. (Krashen, 1981). By not using the L1 resources, this can, and often, cause lots of frustration to many second language learners that need those BICS skills embedded into the lessons. In order to acquire the necessary skills to become a successful writer, most ELL students need to feel successful from the beginning and if teachers teach L2 material without using what students already know, many ELL students will begin to shut down or worst yet, they begin to feel the pressure which can make or break any second language learner.
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