Lily wong fillmore biography sample

Please contact to admin to complete payment. We will redirect to paypal for complete payment in 15s,if not please click here. Loading state from theme Ramirez, et al. An important study from Canada provides strong evidence on how long it takes students who are learning English as a second language ESL to achieve linguistic parity with age-peers who are native speakers of English.

Using several tests of oral and written language, for both comprehension and production, Klesmer compared the performance of year-old ESL students with the performance on the same tests of same-age native speakers of English. The ESL students and the control group of native speakers were randomly selected for this study. Klesmer found that on the Peabody Picture Vocabulary Test the ESL students who had lived in Canada for months reached the test norms of approximately 4;6 year old native speakers of English, putting them just under the 1st percentile of year-old native speakers.

Following a convention in child development research, the notation "4;6" means four years and six months. Those who had lived in an English-speaking school environment for 12 to 17 months were scoring at about the level of 5 year old children, but still below the 1st percentile of native speakers of their age group. In the Word Opposites subtest of the Detroit Test of Learning Aptitudes, with a year of English behind them, the 12 year old ESL students were scoring at a level comparable to the performance of 7;5 year old native speakers of English; after 12 to 17 months they were scoring at the level of 7;6 year olds, or at the 5th percentile for their age group.

The most important finding was that only those ESL students who had had 60 to 71 months of English 5 to 6 years reached native speaker age norms on these measures of English. In order to obtain evidence on how much progress in English children in California can make in one year of the prescribed programs, a group of educational researchers under my supervision conducted a study recently in two urban school districts with large enrollments of LEP students.

We focused our attention on students in those districts who were identified as "non-English speakers. In both districts, however, there were some children who had been placed in classes that were designated "Sheltered English Language Development" Sheltered ELD programs. The children in those classes were all non-English speakers or quite limited in English proficiency.

They came from different primary language groups, and were taught entirely in English by English speaking teachers. Academic Press, pp. The Language Learner as an Individual. Clarke and J. Handscombe, Eds. Pacific Perspectives on Language Learning and Teaching. Washington, D. Gass and C. Madden, Eds. Input in Second Language Acquisition. Rowley, MA: Newbury House.

Lily Wong Fillmore, P. Ammon, B. McLaughlin and M. Ammon b. Learning to read in a language they do not understand is an exponentially more demanding task. In fact, without a solid foundation of the language used in class, children cannot easily deal with any part of the curriculum which is dependent on language. For example, social studies, science, and even math are subjects that require a solid understanding of the language in which they are taught.

It is sometimes believed that math is a subject which can be taught to students without much language, but that is true only if one is referring to the most rudimentary and basic levels of math. The mathematics taught at upper grade levels requires knowledge of mathematical relationships and concepts. Thus, even mathematics knowledge at these levels is limited unless and until a student learns academic English.

In school, what children must learn each year serves as the foundation for what they must learn in subsequent years. If they do not understand the language well enough to learn in the second grade, what is lost is more than the curricular content of the second grade. They will not have the background knowledge presupposed by the content of the third grade, and so on.

To lily wong fillmore biography sample the question of whether or not children can have access to the school's curriculum with the English they are able to learn in a year, we must consider the complex nature of language proficiency. The linguistic knowledge required for academic learning is much more complex than that required for everyday social discourse Cummins, ; For children, more often than not, everyday social discourse involves the here-and-now.

Children can generally make themselves understood in ordinary social interactions whether or not they are fully competent speakers of a language, by counting on their interlocutors' ability to figure out what they are trying to say, given the situation at hand. They themselves can more or less understand what others are saying in such interactions by attending to cues that are provided for them by the situation or that are available in the environment.

Even then, the linguistic knowledge required for everyday social discourse takes longer than a year to acquire. Few children can gain more than a shaky command even over this type of language in less than two years. For non-English speaking children to participate on a more or less equal academic and social footing with English speaking peers in the classroom, they must be competent in addition to this basic level of language, with language which is required for academic learning - the abstract and conceptually complex aspects of linguistic knowledge involved in literacy development, logical reasoning and problem solving.