Language acquisition prinicples

Klinger, Artiles and Barletta (2006) examine the abridge of talking to learnedness in English Language learners and attempt to draw the underlying ca spends of difficulties faced by these learners. The primary debate the researchers examine is whether language acquisition difficulties ar caused by limited language progression or could be linked to learning disabilities. The researchers postulate that linguistic, immigration, cultural, socioeconomic, and ethnic factors work in tandem to operate language proficiency in ELLs and so these issues should be considered when examining these students before a decision is made that they require special discipline services.The researchers are worried though that two extremes are commonly estimable by t for each oneers. The first is that ELLs are sometimes overrepresented in special information classes because teachers refer them for these services without adequately understanding the individual obstacles to learning and designate li mited proficiency to learning disabilities. The second extreme is that teachers sometimes come apart to address the special education needs of these students, attributing acquisition difficulties to limited proficiency.The researchers examined published research on ELLs with either limited language proficiency (specific all toldy in reading) or those with learning disabilities in order to determine the indicators that would help s nominateholders assort between the two groups of ELLs. The researchers found that both learning disabilities and limited proficiency electric shock performance in English Language. However the research is palliate inconclusive and does not offer much information on how stakeholders including educators, brush off address this issue successfully in the classroom. There is still the read/write head of the indicators that classroom teachers should use to determine whether or not a fry is recommended for special education classes.This information is of particular interest to classroom teachers who push-down store with ELLs in their everyday classroom. Teachers are able to understand some of the factors that are not directly related to the classroom that may impingement ELLs and their acquisition of the language. One important observation in the current article is that the office environment often presents an obstacle to successful acquisition.This is because parents, who are themselves non-English speakers, limit their use of the target language at domicile. As a result learners do not get effective reinforcement at home and so have considerable difficulties acquire the requisite language skills. Teachers therefore should quiz to expose students as much as possible to the language plot they are in school and to try to form effective partnerships with the home so that parents are brought on board to help in their tykes language acquisition.I found this article to be sort of useful in helping to understand the various factor s that can impact language acquisition and comes as a warning for me not to take certain characteristics of the learners in the classroom for granted. This article has helped clarify for me how issues such as ethnicity and even the specific native language may either encumber or foster language acquisition.There are a numerosity of factors that can impact learning and it is very difficult to determine how each of these elements are influencing the various ELLs in any given classroom. Not all learners will acquire language in the same way. The Spanish influence may be much more different from the Chinese influence, for example, and thus it is difficult to decipher how the cultural contexts of these first languages can serve to impact second language acquisition. Overall the article was quite useful in helping me to better understand the range of factors that have to be taken into consideration in the classroom.