A Method for Teaching English as a Second Language and its Evaluation.

Autor/in	Rosenhouse, Judith
Institution	University of Western Ontario, London. Dept. of Psychology.
Titel	A Method for Teaching English as a Second Language and its Evaluation.
Quelle	(1977), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Bilingual Students; Cultural Influences; Elementary Education; English (Second Language); Grammar; Hebrew; Immersion Programs; Immigrants; Individualized Instruction; Language Acquisition; Language Instruction; Language Proficiency; Language Programs; Language Tests; Phonology; Second Language Learning; Speech Communication; Teaching Methods; Vocabulary; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Cultural influence; Kultureinfluss; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Immersionsprogramm; Immigrant; Immigrantin; Immigranten; Individualisierender Unterricht; Sprachaneignung; Spracherwerb; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Fonologie; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatz
Abstract	This paper describes the experience of two children, native-speakers of Hebrew, in a language center in England. The language center provides a total immersion program in English for a multi-lingual population of children aged 5 to 12 years. The small-group and individualized instruction, the instructional materials and facilities, and the close attention of the teachers contribute to a favorable learning atmosphere. Another advantage of the center is the elimination of feelings of inferiority. The older child, aged 10, spent one year in the center; the other, aged 8, spent a year and a half there before going into a regular school program. The following aspects of their language study are briefly discussed: (1) the center's method of teaching the English sound system, grammar and vocabulary; (2) the children's progress in learning the language; and (3) three tests given to the children to check their linguistic competence one year after they left the center. One conclusion drawn is that the favorable learning atmosphere at the center and "full immersion" in the environment contributed to the rapid learning of English by the two children. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC