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LLED 478 Assignment 1 Handout-edit.docx

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Department
Economics
Course
ECON 101
Professor
Soren Lemche
Semester
Fall

Description
1 LLED 478A 2012/11/15 Assignment 1: Making It Happen p. 132-136 Learning to Read in the First Language Students that are literate in the L1:  If the L1 is similar to the L2, more language transfer will occur.  If the L1 is not similar to the L2, positive transfer will be limited.  Implications: o Learning to read in the L1 is very important to developing L2 proficiency o Students may be slow readers because they are not familiar with the alphabet. o Fosters empowerment by encouraging the students to reflect back on the skills they have gained in their L1. o Students that are proficient readers in their L1 can apply the literacy knowledge and understanding when they are learning to read in the L2. o It is often difficult to adapt lessons in multicultural classrooms. Students that are not literate in the L1:  Introduce students to the written form of their L2 in much the same way that the other students are introduced to it. (e.g. reading simplified books with the class)  Allow students to develop their skills in the L2 (listening and speaking) before they are taught how to read in the L2. o Focus on the symbolic nature of language o Expose students to multisensory input to develop a rich visual and kinesthetic representational system.  Implications: o Reasons behind the student’s illiteracy should be considered. o Illiterate students should not be expected to perform on the same level as their peers. o Overall learning progress may be hindered if they are not familiar with the written word. Vocabulary Development  Vocabulary learning can be intentional or incidental.  Aspects of knowing a vocabulary item o Form  how it’s spelled, how it sounds, what its parts consist of. o Meaning  link form and meaning, know the concept it represents, what it refers to, other words it is often associated with. o Use  the part of speech, the typical sentence patterns it fits into, informal vs. formal, polite vs. rude, who usually uses it, whether or not its use is restricted.  Implications  Students should be
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