ERIC Number: ED223083
Record Type: RIE
Publication Date: 1982
Second Language Learning Strategies in the Elementary School Classroom.
Children's English as second language learning strategies and teachers' role in helping children to acquire English were investigated. Three sisters in grades 2, 3, and 4 were observed for a total of 12 hours each in their regular classrooms during the beginning of their first year in an American school. Successful cognitive and social learning strategies for children include gaining knowledge in one small area and putting it to immediate use, acting as if one can speak and understand the language, guessing, and relying on friends for help. Teaching strategies may include modification of speech, encouraging the student to be part of a group, and giving the impression that one understands the student. The subjects rarely participated verbally but showed skill in their written work. They were all quick to learn the classroom routine and acted as though they spoke and understood English. Only the youngest used social strategies such as making friends. The teachers simplified and contextualized their speech but did not modify the speech addressed specifically to the subjects, nor did they provide opportunity for sustained one-to-one interaction. The active role of learners in mapping out their own language learning strategies should be recognized. Practical suggestions are offered for elementary school teachers working with limited English speaking pupils. (RW)
Descriptors: Classroom Communication, Classroom Techniques, Elementary Education, English (Second Language), Learning Processes, Limited English Speaking, Second Language Instruction, Second Language Learning, Student Participation, Teacher Behavior, Teaching Methods
Not available separately; see FL 013 281.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of Teachers of English to Speakers of Other Languages (15th, Detroit, MI, March 3-8, 1981). In: On TESOL '81.