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Pre-Existing Knowledge and Learned Knowledge Francine Atlas ELD 502 July 25, 2011 Eileen Roca

T-Chart 2 What I Already Knew What I Learned While Reading the Assigned Chapters

1. Id always thought young children learned a second language faster than adults.

2. That various aspects of learning a new language are innate.

3. Coorepative learning teams in classroom setting make students fell comfortable enough to speak out, even though theyre not completely fluent in a second language.

1. Research show that teachers and parents have many misconceptions about language learners. Contrary to popular belief, secondlanguage learning is difficult and complex for all ages including young children. (Chapter 4 page 124). Adults may be fooled by the nativelike pronunciation that young use. Research shows that if they dont have continuous cognitive development in their own language they may not develop full proficiency in another language. (Bialystok, 1991; Collier, 1988, 1989c 1992c, 1992c, 1995). 2. Research evidence has found that many aspects of L2 acquisition appear too driven by internal capability of the brain. According to (Chomsky, 1957, 1965). He states that this ability to learn a second language is available in untutored and classroom-assisted settings. 3. Research has found cooperative learning for bilingual students supports interaction among students which intern develops the use of first language in ways that support cognitive development and increases second language skills. It increases frequency of occurrence and the variety of second language practice through different types of interactions. Gives great opportunity to integrate language and content. Provides vast curricula materials. Allows

T-Chart 3 students to act as resources for each other, which leads to more active roles in their learning process. (Calderon, Tinajero & Hertz-Lazarowitz, 1992: McGroarry, 1989, Tinajero, Calderion & Hert-Lazarowitz, 1993. p. 242). 4. How important it is to use different Language Strategies with L1 and L2 students. 4. Cognitive psychologist and linguists have researched the relationship between language and cognition in first language acquisition. Chamot and OMalley (1986, 1987, 1994; OMalley & Chamot, 1990). have extended the research to second Language Learners. They found that learning strategies are techniques that students use to understand and retain academic information to solve problems. According to (Oxfords (1990).There are three classifications of indirect strategies metacognitive, affective, and social strategies, and three direct categories of strategiesmemory, cognitive, and compensation. He further goes on to say that learning strategies are operations that learners use to acquire, store, and retrieve information. In the 1920 the U.S. passed restrictive immigration laws creating a national-origins quota system that discriminated Eastern and southern European and excluded Asians. This lead to fewer immigrants, second-generation using their heritage language, thus lead to the disappearance of bilingual education, for nearly a half of century. (Crawford, 1992a). Now the NCLB re-authorization Act has come about. Research shows that this act has conceived an overly simplistic view of the measurements by using the adequately yearly progress reporting of academic achievements for languages learners, and that accurate precise an fair assessments of all subgroup categories requires much more consideration. He writes, Despite attempting to solve the age old problem of heterogeneity among LEP student, the NCLB seems to perpetuate it, thereby leaving more

5. Immigration Laws of the 1920s compared to NCLB

T-Chart 4 room for children to be left behind. (2004, p11). Reference Ovando, C.J., Collier, V.P., & Combs, M.C. (2006). Bilingual and ESL classroom: Teaching in multicultrual context. Retrieved from The University of Phoenix eBook Collection.

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