Language Acquisition

According to the learning/word recognition view, students will practice language through drills and written exercises. Another way students practice language is by reciting dialogue in pairs or groups (Freeman, 2004). Here are some examples of activities students would participate in to learn language:

• look up words in the dictionary to write definitions
• practice sounding out words
• correct peers when they make a mistake during reading
• identify words on a big book page that start with the same sound
• ask the teacher how to spell any word they don't know
• divide words into syllables
• on a worksheet, draw a line from each word to the picture that starts with the same sound
• read in a round-robin fashion
• work in pairs to arrange words from a familiar chant into sentences

According to the acquisition view, students will listen and read stories to build up new language and vocabulary. After learning language through stories, they use it to accomplish different tasks (Freeman, 2004). Here are some examples of activities students would use to acquire language:

• make a Venn diagram to compare two stories
• group cards with classmates' names by a criterion on such as first or last letter
• write rhyming poetry and then discuss different spellings for the same sound
• read a language experience story they have created with the teacher
• make alphabet books on different topics

According to the learning/word recognition view, the teacher will provide students with drills and worksheets to practice language. Also, the teacher will provide decodable texts in which they preteach the vocabulary for students learning the language. Teachers also ensure that the class uses correct language (Freeman, 2004). Here are some ways a teacher will help a student learn a language:

• makes sure that students read only books that fit their level
• uses decodable texts
• teaches Latin and Greek roots
• conducts phonics drills
• uses a variety of worksheets to teach different skills
• preteaches vocabulary
• has students segment words into phonemes
• does a picture walk of a new book

According to the acquisition view, the teacher will read books to students and allow students to engage in reading as well. The teacher also helps a student say what he or she would like to say to his or her listeners. Teaches will also show students how to talk around a word that they have not yet acquired (Freeman, 2004). Here are some ways a teacher will help a student acquire a language:

• does a shared reading with a big book
• sets aside time for SSR (sustained silent reading) each day
• has students meet in literature circles
• asks students to look around the room and find words starting with a certain letter
• teaches students different comprehension strategies
• chooses predictable texts
• writes words the students dictate for a story and has students help with the spelling of difficult words

References

Freeman, D. E., & Freeman, Y. S. (2004). Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH: Heinemann.