Building vocabulary for ELLs in the Pre-production and early production stages PDF

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1 Dayna Pryor ESL-433N Professor Knapp June 3, 2018 Building vocabulary for ELLs in the Pre-production and early production stages The strategies that are required is to encourage vocabulary development within preproduction. This also helps with communication. These strategies include cognitive strategies, metacognitive strategies, social/affective strategies, and much more. Cognitive strategies are repetitive, but learners are able to learn more successfully as well as memorization (Cognitive strategies, 2006, April). Metacognitive strategies mean that students are big thinkers, or the brain is processing new and deeper information (Al-Mekhlafi, A. M., 2018, p. 298). Social/affective strategies are a part of language learning strategies. The language learning strategies include practices that help students learn on their own such as self- monitoring and pre- reading or rereading strategies (Enchevarría, J., Graves, A., 2014, p. 75). This means that the students are able to understand and learn more by using different visual aids as well as different ways to interpret. Not only this, but the strategies that are used should be able to be used throughout all of the different content areas. The Silent Period is noted for bringing together monolinguals and using this perspective, so they are able to become bilingual as well as the perceptions when learning a new language. The Silent Period is known for it being agentive as well as it being a crucial time for learning within the early years (Bligh, C., & Drury, R., 2015, p. 261). Some kids have a difficulty learning a specific language. In this case, Americans speak English, but some kids have trouble pronouncing different words that may seem more challenging to them. “The silent period (in this

2 research) refers to a specific time when, on entering an early-years setting in England, the language of discourse and instruction (English) is not understood,” (Bligh, C., & Drury, R., 2015, p. 261). Some kids cannot speak to others. For example, if the parent does not teach their child to speak, then they will go through a “Silent Period” and will not be able to talk more fluently than others. The communication is not there like it should be. The silent period affects vocabulary development due to the lack of communication that is displayed. Even then, sometimes it is because it is normal for a child to go through the silent period, especially in their own homes. It makes it difficult when children cannot speak very well, so if the parents don’t try, then the children don’t try to help their vocabulary development. Children have different levels when it comes to learning and developing their vocabulary because it is way more difficult for them. I could use the “Silent Period” to my teaching by helping them be accounted to have the ability to speak more proper and more precise. This includes helping those who have the issue with vocabulary development as well as the lack of communication. There is also those who choose not to learn their specific language. As well as those who can’t develop vocabulary easily compared to those who can. I will be able to apply the “Silent Period” to my teaching since most students do not have the same speaking levels, they are all different.

Reference: Al-Mekhlafi, A. M. (2018). EFL Learners' Metacognitive Awareness of Reading Strategies. International Journal of Instruction, 11(2), 297-308. https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true& db=eric&AN=EJ1174920&site=eds-live&scope=site

3 Bligh, C., & Drury, R. (2015). Perspectives on the “Silent Period” for Emergent Bilinguals in England. Journal of Research in Childhood Education, 29(2), 259-274. doi:10.1080/02568543.2015.1009589 https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx? direct=true&db=ehh&AN=101869224&site=eds-live&scope=site Cognitive strategies. (2006, April). Retrieved June 1, 2018, from https://www.teachingenglish.org.uk/article/cognitive-strategies Enchevarría, J., Graves, A., (2014). Sheltered Content Instruction: Teaching English Learners with Diverse Abilities. Retrieved June 2, 2018 http://gcumedia.com/digital-resources/pearson/2014/sheltered-contentinstruction_teaching-english-learners-with-diverse-abilities_ebook_5e.php...