Learning English as a Second Language
Learning English as a second language cannot be compared to what is portrayed in English learning classrooms or even in schools. According to this text, students from different ethnic groups are integrated into one class and literature-related work is given despite their different levels of ability to understand English that make the learning support to lose the grip of individual struggles for those English is not their first language. In many occasions, information posts or announcements are availed in other languages like French, and that does not show the diversity of students in the institution. It is evident and agreeable that the attitude of assimilation and existence of practices that are supported by societal power have overtaken the threshold of many education programs, especially in teachers.
Techniques to Enhance Other Languages
From the works of Schecter " Cummins (2003), we can agree with them on some several factors. First is to appreciate their reasoning of techniques to enhance other languages in learning institutions require inexpensive, simple methods. On the other hand, it is important to not only concentrate on English as the sole language of gauging student’s academic ability but for those whose first language is not English, they can seek for an alternative. From such an approach assignments and class, work projects can be issued in learner’s first language. Appreciation of other students’ languages is another pressing issue in this text. In many scenarios, many students are encouraged to learn English words to fit in a particular group. From the texts, it is also important for learners who know other languages like French or Japanese to teach English students their languages as that will enhance diversity and intercultural heritage.
Challenges of Learning English as a Second Language
Learning English as a second language from the texts slows the learning process, especially when the teacher may conclude that the students are responding well while in the real sense, they are struggling to comprehend concepts in their second language. The desire to promote the incorporation of the second language in schools is slowly taking root in many institutions, and if given the right support and attitude, it can happen smoothly and efficiently.
Approach for Handling Second Language Learners
Text number two deals with a different approach on how learning institutions should handle second learner students. One of the methods mentioned is scaffolding. Scaffolding can be seen as giving more attention to second learners to bridge the gap between the first learners and the second learners. There are some limitations that erupt with scaffolding in that if the bridge is so big, then this method becomes hectic. We can agree with the writer’s argument that just because a student is not fluent in English does not mean that they are academic dwarfs. Such students can quickly grasp concepts if they are given a chance to use their first language. Culture comes in handy when teaching second learners; it is not crucial to only teach the students about English culture, but they should also incorporate their native culture in the process of learning. The impact of involving culture is to aid in better understanding and familiarity of English not as a language but as art. Canada is mentioned as a prosperous country that has used culture and integrated it smoothly in teaching students a second language, and that has enriched and shaped their heritage.
Conclusion
In conclusion, learning can be made more accessible not only to second learners but also for all students. Some of those steps are effective communication, explicit issuing of instructions, and good collaboration among all stakeholders.
