Includes bibliographical references (p. 229-242) and indexes.
|Statement||Elizabeth B. Bernhardt.|
|Series||Second language learning|
|LC Classifications||P53.75 .B47 1991|
|The Physical Object|
|Pagination||xvii, 250 p. :|
|Number of Pages||250|
|LC Control Number||91000264|
Second-Language Reading Programs. Speaking English with Ace and Christi; This course is designed for young school-aged children who do not speak English as their first language. Sixty lessons help children learn conversational English skills and prepare students to begin the ABCs with Ace and Christi program. Order Now. ABCs for English Learners. Reading Development in a Second Language: Theoretical, Empirical, & Classroom Perspectives. Bernhardt, Elizabeth B. The aim of this book is to provide a thorough account of what is known about the acquisition of reading abilities in a second language and to foster a more principled research and instruction in second language by: The development of pragmatic competence in another language is significant to second (L2) and foreign language (FL) learners’ ability to communicate successfully in the target language. Although a great deal of research has focused on defining and comparing the content of pragmatic competence across culture groups, far less attention has been Cited by: eading Development in a Second Language attempts to provide a thorough account of what is known about the acquisition of reading abilities in a second language. Its aim is to foster more principled research and instruction in second language literacy. In order to teach the aim discussion is set forth from a variety of perspectives: first Cited by:
The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book. It is indeed perfectly true to say that for most French Canadians French is the 'first language,' 'L1,' or 'mother tongue.'For them, English is a 'second language' or 'L2.'But for English native speakers in Canada French is a 'second language' or 'L2.' In this example, the confusion has been created by equating 'first' with 'national,' 'historically first' or 'important,' and 'second' with Author: Richard Nordquist. This book is a true example of applied linguistics; it makes well-defined linkages between theory and practice, discussing the implications and applications of second language reading theories on instructional by: Research on literacy development is increasingly making clear the centrality of oral language to long-term literacy development, with longitudinal studies revealing the continuity between language ability in the preschool years and later reading. The language competencies that literacy builds upon begin to emerge as soon as children begin acquiring language; thus, the period between birth and.
Speech and language lessons start in the uterus, where your unborn baby hears and responds to familiar voices. After birth, your newborn learns language by listening to the basic and distinct sounds (phonemes), such as the "tr" and "cl" sounds in the English language. Reading to your newborn gives him or her comforting contact. The most powerful ways to develop children’s literacy skills are also the simplest: talk to them, listen to them, read to them and write with them. When. By reading a book, you remove another limiting factor of language acquisition—that of finding a capable and consistent instructor or mentor. The consistency issue is precluded because the lessons are permanently printed on the : Stevie D. literacy in the first language, levels of oral proficiency in English, education- al backgrounds, and goals for learning English. Subsequent sections give an overview of the reading process for second language learners; discuss the ben- efits of reading for promoting second language development; and summarize.