Assignment help

北美留学生作业代写:读写能力

宝莲学校的学生可能容易受到教育失败的影响,他们在家里说一种语言,由于文化原因,以家庭为基础的读写能力与这种语言有关,他们接触英语的主要途径是通过学校。这是因为在学前阶段,人们假设有一个容易获得语言的机会窗口。鉴于康明斯(1984)估计,孩子需要大约2年开发基本人际语言技能,再用5到7年实现认知学术水平的语言能力,那么很明显,孩子幼儿园年没有接触过英语单语同行可能会处于不利地位。然而,最近的研究反驳了传统的教育学观点,即双语会抑制学习,并会让孩子感到困惑。Sneddon(2000)调查了36名穆斯林儿童11岁以下的语言经历,其中除Gujerati外,还有人说英语。与缺乏社区支持的双语儿童相比,通过社区服务获得对其语言的文化支持的儿童在古杰拉蒂语中表现出更大的“语言活力”,并能更有效地讲两种语言的故事。此外,到11岁时,双语儿童的英语语言能力已超过同龄单语儿童的水平。

北美留学生作业代写:读写能力

EAL pupils maybe vulnerable to educational failure where one language is spoken at home, and home-based literacy is associated with that language due to cultural reasons, and their main exposure to English is through the school sector. This is because in the pre-school age, it is hypothesised that there is a window of opportunity for easy language acquisition (Ingram, 1989). Given that Cummins (1984) has estimated that children need approximately 2 years to develop basic interpersonal language skills, and a further 5 to 7 years to achieve a cognitive academic level of language proficiency, then it is apparent that children not exposed to English at home in the preschool years may be at a disadvantage to their monolingual peers. However, recent research has contradicted the traditional pedagogical view that bilingualism inhibits learning, and can confuse the child. Sneddon (2000) examined the language experiences of 36 Muslim children up to 11 years, where English was spoken in addition to Gujerati. Children with access to cultural sources of support for their language through community services demonstrated a greater “linguistic vitality” in Gujerati and were more effective story tellers in both languages, compared to bilingual children lacking community support. Furthermore, by the age of 11 years, the bilingual children were performing above the norms for monolingual English children of the same age in terms of English language competence.

发表评论

电子邮件地址不会被公开。 必填项已用*标注