Consolidating foreign subsidiary example
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This approach limits the acquisition of the target phonemes as it is divorced from fluency across all four skills and from real-life-like communication.
The target graphemes are usually sequenced randomly without considering (a) the level of challenge they pose to the learner; (b) how their teaching contributes to facilitate other aspects of L2 acquisition, such as grammar – for instance: (in French) a focus on letters that are silent earlier on in the instruction process will serve the purpose of assisting the acquisition of present tense forms.Could this be one of the reasons why many of our students don’t enjoy learning languages?Could addressing this major deficit enhance their motivation? Erler’s findings chime with my own experience as a veteran MFL teacher with over 20 years’ experience at primary, secondary and tertiary level.It is often an add-on; it is not fully integrated with the curriculum content and goals; 3.As per Dr Rachel Hawkes’ approach, phonics are often taught through gestures and tongue twisters, but the target phonemes are rarely consciously and systematically recycled in the lesson through listening, reading and speaking tasks which aim at their organic acquisition.(Co-authored with Steve Smith and Dylan Vinales) All teachers who have taught dyslexic children at some point in their career will know how challenging it can be to keep them engaged and motivated, how low their self-confidence as language learners usually is, how frustrated they often get as they struggle to make sense of what they read.
But hang on, doesn’t this description also apply to quite a few of the language learners we teach?This is a serious shortcoming considering how pivotal this set of skills is for language learning effectiveness and success; I found that including opportunities for assessment (e.g.old school dictation or short transcription tasks) has increased my students’ focus on decoding skills and their motivation to learn them.Instructional sequences ought to be based on a (possibly evidence-based) rationale; 6.Each target phoneme is not usually focused on for sufficiently long periods of time and recycled consistently and extensively across the curriculum; 7.Well, in fact, one may argue that many of our students do exhibit a form of deficit in their foreign language competences akin to a disorder called ‘Phonological dyslexia’, described by Ellis (1984) as the inability ‘to read unfamiliar words or non-words aloud, suggesting impairment of grapheme-phoneme conversion and/or phonemic assembly’.