SOCIOLINGUISTICS

Sociolinguistics

Sociolinguistics

Question 1

For nearly a hundred years, teachers have used personal experience as a basis for learning (eg, Dewey, 1938) and literacy (Huey, 1908). Language experience approach (LEA) is based, and uses this important link between experience and education through student narratives as a basis for reading instruction.

Although most commonly associated with the native language (L1) literacy LEA have been used with some success in mid-1980's 1990's second language (L2) literacy courses with students from different cultural and linguistic backgrounds.

However, despite the L1 and L2 learners may be equally as from training, based in the here and now, personal experiences, beginning L2 learners have not achieved the same degree of fluency of spoken native language to combat units. This presents a problem for the application of LEA to L2 levels because the LEA traditionally involves student verbal fluency and syntax, as can be seen in the following quote Wolf (2001 524):

Translating the student's own words in writing and the use of these words and phrases in text form in the first reading of a student '... we can be sure that the student is familiar with the vocabulary, sentence structure, and the content encountered in early reading.

Traditional accounts of language for describing sequential acquisition of skills, from listening to speaking, then reading in writing. Charles Freese, a supporter audio-lingual method of language learning, argued that mastery was necessary before proceeding to the next. Teachers using this approach to L1 or L2 instruction will serve to postpone the reading of instructions, until sufficient oral skills were developed. For the students L1, Koenig et al. (2003 41), warns, "Syntax [should] be preserved exactly as stated" in order "to prevent offending students with the suggestion that his / her language should be changed" and "to ensure the strongest possible links with the spoken language Students (Jenkins 2009 214).

Last immigrants usually do not invest much time in learning the language as an illiterate adult L1 speakers who referred to Jones, and therefore are often more polite to correct the teacher or classmates. Illiterate adults in their L1 often sheltered life of frustration and failures of comprehension of written symbols that convey meaning and all the rest, except for them. Although there is no "super method" for teaching languages, LEA offers a useful and effective method for early literacy by bringing together students of language and experience in the learning process. LEA although originally ...