1.0 Compare And Contrast Language Acquisition And Language Learning.

The Similarities & Differences Between Language Acquisition & Language Learning Of Disabilities Students SIMILARITIES Both are the process on how an individual or a student gains the language. Language development occurs through the incremental acquisition of meaningful chunks of elementary constituents which can be words, phonemes or syllables. The capacity to acquire the ability to incorporate the pronunciation of new words depends upon the capacity to engage in speech repetition.

DIFFERENCES LANGUAGE ACQUISITION LANGUAGE LEARNING OF DISABILITIES STUDENT The process by which human acquires the capacity to perceive, produce and use words to understand and communicate naturally Language acquisition is a cognitive process that emerge from the interaction of biological pressures The process by which human acquires the capacity to perceive, produce and use words to understand and communicate by learning Language learning is a cognitive process that emerge from the interference and intervention of

and environment It is involved all type of students

people around the student It is involved disabilities students only

It is refer to the first language acquisition

It is refer to the second language acquisition

Normal students have an ability that enables them to organize their language without explicit guidance Normal students can apply their organizational biases to input that is not rightly structured

Disability students need explicit guidance from their teacher to organize their language Disabilities students face difficulty to apply their organizational biases to input that is not rightly structured

Normal students acquire language purely through interacting with the environment Teacher can teach any aspect of language to the students.

Disabilities student cannot learn language purely through interacting with the environment only Teacher needs to target the specific aspect of language that student is missing

The newly learned language

The newly learned language

strategies does not need to be applied to the classroom activities and assignment It only involved teacher and student

strategies need to be applied to the classroom activities and assignment

It involved many people such as speech-language pathologist, teacher and student

Teacher does not need to design any intervention for their students

Teacher need to design intervention with one aspect of the language to support the development of the other aspect of the language

2.0 Language Skills And Strategies To Teach It. We have identified listening and speaking as the language skills that we want to teach to the learning disabilities student. The strategies that we want to use are matching word with picture and matching picture with picture. We chose word with picture as the strategy because it involves both auditory and vocal senses in the students. In the other hand, our second strategy will involve the visual and motor skills in the students.

By using both of the strategy, we stimulate the student senses and this is supported by the VAKT (Visual-Auditory-Kinesthetic-Tactile) teaching method. Hence, we produced a relevant teaching aid to teach the skill. A multisensory method like the VAKT (Visual-Auditory-Kinesthetic-Tactile) can be used to help children remember words. Visual, Auditory, Kinesthetic, Tactile (VAKT) Teaching utilizes

concrete aids and activities that involve as many senses as possible, such as pictures, music, food, comparison of new concepts to personal experience and/or prior knowledge. Structured Thinking Activity includes activities based on VAKT experiences such as group work, student comparison to personal experiences and/or prior knowledge, etc. Rationale for Using Concrete Activities

connect abstract, new, or difficult concepts to concrete experiences increase understanding of the abstract, new or difficult concepts increase retention - a function of learning via multiple senses increase likelihood of teaching to the student's preferred learning style Select words needed to be learned (like the Dolch word lists). Write these

words on cards using a crayon so that the letters or words have texture. Using VAKT, the teacher models and the student repeats for each word: (a)First, saying the word, trace the word with two fingers while saying each part of the word, say the word again;

(b)Second, writing the word without looking at the word card and then compare what was written to the word card; and (c)Third, repeating the first step until the word is written correctly three consecutive times without looking at the prompt card. Students may draw pictures to go along with the words as visual reminders. Any teaching method used must be meaningful and directed toward purposeful learning. The instruction provided must be conducive for each students needs, ability levels, and success of progress.

With reference to the KBSR syllabus, we selected the Transports topic to be taught to the student with learning disability. The following are our teaching aid and the guidance to use it. 3.0 Teaching Aids And The Way To Use It. In order to teach the listening and speaking skill to the learning disability students, we have created four relevant teaching aids. All of these can only be used to teach the English subject entitled Transport.
3.1 PowerPoint Presentation

PowerPoint or Microsoft PowerPoint is a closed source commercial presentation program developed by Microsoft

(http://en.wikipedia.org/wiki/Powerpoint).It is also the presentation software that allows you to create slides, handouts, notes, and outlines. It is a widely used presentation program that originated in the world of business but has now become commonplace in the world of educational technology. However, its use is far from controversial in this educational context and opinions as to its use range from highly supportive to significantly negative (Szabo & Hastings, 2000; Lowry, 2003). PowerPoint presentations consist of a number of individual pages or "slides". The "slide" analogy is a reference to the slide projector. Slides may contain text, graphics, movies, and other objects, which may be arranged freely. In education, PowerPoint presentations can help the teachers to teach the students about any topic of any subject in an interesting way. Appropriate use of PowerPoint presentations can enhance the teaching and learning experience for both teachers and students.

3.2 Flash cards

Flash cards are an educational tool to help people memorize information. (http://www.ehow.com/facts_6300729_definition-flashcards.html#ixzz1IhxhUW1N) Though technological advances have enhanced many learning devices, simple flash cards have remained a vital part of the learning environment. Flash cards are usually designed to be about the size of a playing card so they can be easily handled in a deck. In addition, the cards are designed with a question on one side and an answer on the other. Flash cards can be used to learn virtually any set of information. In elementary schools, they are often employed to assist students with memorization of basic math principles. When used to teach a foreign language, flash cards help students review vocabulary words and their meanings. Usually, we use the flash cards by asking typically holds a card up, displaying the question to a student. When the student answers correctly, the next card is displayed.

3.2 Pictures

Picture is a visual representation of an object or scene or person or abstraction produced on a surface ( http://dictionary.reference.com). The New Oxford English-English Dictionary (2005) dictated that picture is a painting, a drawing or a photograph. We can conclude a picture as an image that look like a real things. People say that a picture can tell thousands of words. The pictures can be used to visualize an object that cant be brought into the classroom. Pictures are useful to reinforce new information or skills in our students. In our lesson, we use the picture to be matched to it correspondent word. Teacher will stick the picture to the whiteboard in front of the class. Then

teacher will stick the word to the picture. After that, teacher will pronounce the word and relate it to the picture. The students will repeat after the teacher. After some repetitions, teacher will take off the words below the picture. Next, teacher will give the word randomly to the students. The student will be asked to match the word to it correspondent picture. Those who get the correct word will be given a star as a token. 3.3 Worksheet Worksheet is a sheet of paper, or on a computer, on which problems are worked out or solved and answers recorded. In education, students in a school may have 'fill-in-the-blank' sheets of questions, diagrams, or maps to help them with their exercises. Students will often use worksheets to review what has been taught in class.

Printable teacher worksheets are truly an invaluable tool for the classroom for a number of reasons. (http://www.worksheetlibrary.com/teachingtips/printableworksheets.ht
ml)

Not only do these printable teacher worksheets supplement what you are teaching, but they also offer a means for tracking how well your students are learning and understanding the subject matter that you are teaching on. Thats meant, teacher can use the worksheet at the end of the class to test the students understanding of what they have learnt before. So that, in this case, we will giving out a worksheet to the students to conclude our lesson on that day.

EXERCISE 1) Fill in the blank with the correct answer.

boat

motorcycle

aeroplane

lorry

a)

l _ r _y

b)

mo__r cy_ _e

c)

b__t

d)

aer_pl__e

3.4 Model

Model is a representation, generally in miniature, to show the construction or appearance of something. The New Oxford English-English Dictionary (2005) defines model as a copy of something that is usually smaller than the real thing. The use of model in classroom can give pupil new experience because they can see, touch and feel the model. Teacher will give the model the student. Teacher will discuss about the characteristic of each model with the student. For example, teacher can ask the students about the colour, use, sounds and where to find the transport. By using model, we can persuade students to tell their opinion. We can teach student the communication skills that much needed in learning a language. They can involve actively in the class. Furthermore, the model can show a clearer image to the student. It will help them to remember the lesson better because they can see, touch, hold and speak about the transport taught. The most important thing when teacher use model as teaching aid is to stress that models are not reality and that a model's purpose is to help bridge the gap between observations and the real world. Models are only representation of the real transports that teacher taught. 4.0 References

http://www.thefreedictionary.com/language+learning http://www.dyslexia-parent.com/VAKT.html
http://www.worksheetlibrary.com/teachingtips/printableworksheets.html

http://www.ehow.com/facts_6300729_definition-flashcards.html#ixzz1IhxhUW1N
http://www.answers.com/topic/work-sheet http://www.worksheetlibrary.com/teachingtips/printableworksheets.html

5.0APPENDIX

a) FLASH CARDS TRANSPORTS

b) MODEL OF

c)PICTURES