Action Research for Non-Native Speaker Language Development

This report discusses ways to enhance language development in non-native speaker children through action research. It proposes solutions such as bringing in specialist teachers, providing peer support, using interactive methods like James Asher's Total Physical Response Method, engaging children in conversations, and reading books together. The report also emphasizes the importance of creating a relaxed climate that motivates students to learn.

Running head: ACTION RESEARCH AND LANGUAGE DEVELOPMENT
Action Research and Language Development
Name of the student
Name of the University
Author note

1ACTION RESEARCH AND LANGUAGE DEVELOPMENT
Executive Summary
The primary purpose of this report is to discuss about the actions that can be taken in order to
solve the difficulty relating to the non-native speaker children’s development of language. It
also expounds on the methods that the teacher can make use of to facilitate the language
development of the non-native speaker children.

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Table of Contents
Introduction................................................................................................................................3
Action Research that can enhance language development of non-native speaker.....................3
Conclusion..................................................................................................................................5
References:.................................................................................................................................7

3ACTION RESEARCH AND LANGUAGE DEVELOPMENT
Introduction
Exposure to that of many languages can be detrimental for the process of language
development of children and it can impair the ability of the children to learn. The non-native
speaker faces hindrance in relation to language development. The parents speaking a different
language and hereditary instincts makes it difficult for the children to adopt and learn the new
language. This report throws light on the ways that I can help the non-native speaker in the
arena of language development.
Action Research that can enhance language development of non-native speaker
There are different measures that can be undertaken in order to develop the linguistic
competence of the non-native speaker. I think that specialist teachers can be brought into the
classroom who would work along with the mainstream teacher in order to develop the
language competence of the non-native speaker. The children can be kept in separate classes
for 1 year and be trained on the arena of language development (Larsen-Freeman & Long,
2014). I shall arrange separate preparatory classes that will make it possible to attain a
definite level of achievement for each pupil.
Recent literature have however pointed out that immersion in the mainstream class
can also help in this regard as they would be able to learn the new language from that of the
native speakers. I think that if separate classes are necessary then a special curriculum along
with support from that of specialist teachers can prove to be of extremely useful (Hulstijn,
2015). I would provide classroom support and appoint specialist teaching assistant can help
the migrant children in the aspect of language acquisition. I think that the additional support
that children receive in the early years till the time the language skills are matched with that
of native children is important so that they can reach their full educational potential. The

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specialist teachers can provide learning assistance several times within a week. I would
provide the right kind of resources that would prove to be helpful for the non-native speakers
children in the field of language acquisition. I think that it will have a considerable impact so
that the children can learn the academic vocabulary. I would ask other children who have the
same mother tongue but who have been able to attain the skills related to language of
instruction in providing peer support that can help them in learning the new language.
(Saville-Troike & Barto, 2016). I had seen while teaching at Ashcroft Public School that role
models can be of great help in integrating the non-native speaker within the classroom and in
increasing their language proficiency. There are different educational methods that can help
in the process of language acquisition like James Asher’s Total Physical Response Method. I
would ask the students to do different kinds of physical activities (Larsen-Freeman & Long,
2014). It helps in the process of subconscious picking up of language. It helps the children in
understanding the cues and gaining concrete experiences that can help the children in the
field of language development.
The best way that can encourage the language development of non-native speaker
children is to have interactions with the child. The children should be provided with adequate
attention and they should be given the time so that they can respond. I would provide them
with time to respond and building on what the children say can help in language acquisition
of the non-native speaker children (Trenkic, Mirkovic & Altmann, 2014). I can ask them
regarding the happenings in their daily life that would help in the process of language
acquisition. I would use different words that can help them in learning the meanings of new
words and thus facilitate in the process of increasing their vocabulary. Using different kinds
of contexts can help the child in learning the new language. The child can be encouraged to
tell stories and be asked about his past life (Hulstijn, 2015). I would read books with the non-
native children that would help them in learning new words and the meanings associated with

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it. Showing them interesting pictures can keep them engaged in the process of story-telling. I
would link what is in the book with the happenings in the life of the children in order to aid
him in learning the new language (Willinsky, 2017).
I think that cooperation of schools along with the parents engagement can be helpful
in the process of mentoring. Qualitative research has helped in pointing out that making the
language simple and providing the translated terms that can help the children in the process
of integration in the classroom (Saville-Troike & Barto, 2016). I would provide them with the
translated words that would help them in the process of language acquisition. I would provide
them with peer support can be made use of in order to solve difficulty relating to non-native
speakers language development. I shall provide dictionaries along with glossaries to the
children in the early years so that they can successfully assimilate within the classroom
environment. This can help the children considerably in progressing in the curriculum. I
would implement the echo teaching methods that can prove to be effective and adjusting the
speech can help in augmenting understanding. I would use interactive elements for aiding in
the process of learning so that the children can learn the language of instruction quickly
(Fromkin, Rodman & Hyams, 2018). Comprehension comes before the stage of production
and I as a teacher would provide a relaxed climate that can increase the motivation of the
students and help them in the process of learning.
Conclusion
Specialist teachers working along with the mainstream teachers can be helpful in
accommodating the non-native speaker in the classroom in the early years. It can help them in
developing competence in language acquisition. Separate classes can be helpful for the
children but I think that immersion within that of the mainstream class can be helpful for the
non-native speakers language development. I as a teacher would provide them with peer

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support that can help in the process of new language acquisition. I would talk with the
children so that they can hear new words and thus can increase their vocabulary. I would
engage the child in the act of talking so that they can learn the new language quickly. I would
ask the children to read books and tell stories that can help greatly in the process of language
acquisition of the non-native children. It has been found that if the language is simple and if
the students are provided with the translated terms then it can help the children. Dictionaries
and glossaries can be provided to the children so that they can gain competence in the new
language.

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References:
Fromkin, V., Rodman, R., & Hyams, N. (2018). An introduction to language. Cengage
Learning.
Hulstijn, J. H. (2015). Explaining phenomena of first and second language acquisition with
the constructs of implicit and explicit learning. Implicit and explicit learning of
languages, 48, 25.
Hulstijn, J. H. (2015). Language proficiency in native and non-native speakers: Theory and
research (Vol. 41). John Benjamins Publishing Company.
Larsen-Freeman, D., & Long, M. H. (2014). An introduction to second language acquisition
research. Routledge.
Saville-Troike, M., & Barto, K. (2016). Introducing second language acquisition. Cambridge
University Press.
Saville-Troike, M., & Barto, K. (2016). Introducing second language acquisition. Cambridge
University Press.
Trenkic, D., Mirkovic, J., & Altmann, G. T. (2014). Real-time grammar processing by native
and non-native speakers: Constructions unique to the second language. Bilingualism:
Language and Cognition, 17(2), 237-257.
Willinsky, J. (2017). The new literacy: Redefining reading and writing in the schools.
Routledge.