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The main purpose of theories of second-language acquisition (SLA) is to shed light on how people who already know one language learn a second language. The field of second-language acquisition involves various contributions, such as linguistics, sociolinguistics, psychology, cognitive science, neuroscience, and education.
Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever possible.
Linguistics. Second-language acquisition ( SLA ), sometimes called second-language learning —otherwise referred to as L2 ( language 2) acquisition, is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process.
Through video making, English-language learners (ELLs) are able to practice their literacy skills. [13] There have also been discussions that schools should incorporate the use of multimodal literacies into classroom instruction which would greatly benefit English learning students.
Sheltered instruction is an educational approach designed to make academic content more accessible to English language learners (ELLs) while promoting their language development. It involves modifying instruction to accommodate students' language proficiency levels and providing additional support to help comprehend and engage with material ...
Language immersion, or simply immersion, is a technique used in bilingual language education in which two languages are used for instruction in a variety of topics, including maths, science, or social studies. The languages used for instruction are referred to as the L1 and the L2 for each student, with L1 being the student's native language ...
The pull-out program entails the ELL student learning in a separate classroom with the English teacher. The benefit of such a method is that ELL students receive individualized, focused training. Unfortunately, this method can isolate ELL students from the rest of their peers, leaving them feeling left out from the community.
Since Norton's conception of identity in the 1990s, it has become a central construct in language learning research foregrounded by scholars such as David Block, Aneta Pavlenko, Kelleen Toohey, Margaret Early, Peter De Costa and Christina Higgins. A number of researchers have explored how Identity categories of race, gender, class and sexual ...
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