Theories and Practices for EALD Learners' Language Learning

This essay examines the complexities of language acquisition for English as an Additional Language or Dialect (EALD) learners, focusing on key theoretical frameworks and their practical implications. It begins by defining EALD learners and then explores the enculturation theory, analyzing its positive and negative impacts on language learning, particularly concerning the challenges and limitations it presents. The essay then reviews the BICS/CALP model, explaining its relevance to educators in identifying learners' linguistic needs and adapting teaching methodologies. Furthermore, it delves into Stephen Krashen's theory of second language acquisition, outlining the five hypotheses and their implications for teaching practices, including acquisition-learning, monitor, input, affective filter, and natural order hypotheses. The paper emphasizes the need for adaptable strategies and a positive learning environment to support EALD learners. The essay concludes by advocating for a well-defined theoretical foundation and practical application of the theories to improve language learning outcomes for EALD students.

Education
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Table of Contents
INTRODUCTION...........................................................................................................................3
Question 1 Who are EALD learners............................................................................................3
Question 2 Review BICS/CALP and explain its implication for teacher....................................5
Question – Review Stephen Krashen’s theory of Second language and its implication for
teacher..........................................................................................................................................5
Question 3 How different types of assessment can support learning..........................................5
REFERENCES................................................................................................................................8
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INTRODUCTION
Question 1 Who are EALD learners
INTRODUCTION
There are various theories which is being applied by teachers in learning. The use of
theory depends on its impact on process of teaching as well as learning. However, EALD learner
are those who want to learn first language as English. Here, enculturation theory will be
discussed that how it impacts on process of learning.
MAIN BODY
In a classroom there are various types of students who come for gaining education and
learning (Benešová, and Tupa, 2017). so, they belong to various caste, creed, colour, etc. and
speak different languages. It is necessary to follow a particular process or theory in order to
make them understand and learn language. However, the use of theory highly impact on overall
process and learning. this is because it follows a different concept by which entire process of
learning is impacted. Basically, there are several theories that is followed or applied in learning
process. EALD learners are those who want to learn English as first language. they belong to
different caste, creed, etc it is difficult for them to learn English as their ethics and norms are
completely different. Moreover, it is required to follow a specific process of language learning so
on basis of that language is learned. In an argument it is stated that language learning does not
require any specific theory. it is because the process is internal as learner inherit from other
group or people. When they interact with others so automatically, they learn other ethics and
values. Besides, learner get influenced from culture of other so they try to learn how
communication is done. The language learning process influence due to change in perception, or
understanding of others. The use of theory in it will no make any change in perception. However,
social psychology is way of dealing with how culture and ethics impact on learning process.
It is argued by Gibbons (2002) that in learning language there are certain theories which
is followed that is enculturation and acculturation. The use of theory impact on process of
language learning as it changes way learning style, teaching, understanding, perception, etc.
Thus, here, enculturation process is theory in which focus is on learning norms, values, practices
of culture by which it becomes easy to learn English (Broudy, 2017). In this individual learn
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from group culture, behaviour, observation, etc. Moreover, it entirely depends on action,
practices, etc. by which student are able to learn English. The theory impact on process as
student learn by watching how other talk, communicate, with each other. Also, in what language
they speak or behave with others. Therefore, it is said that this theory impact on process in
positive way. this is because it makes easy to follow ethics and norms that enable in
understanding culture of others. Furthermore, it changes overall perception of learner as they are
able to interact with each other. thus, they observe actions and ways of other groups that how
they communicate with others. Besides that, learners develop skills and knowledge by observing
action of others. In this way in diversified culture it makes things easy for ELAD learners to
change their perception and learn English. Alongside, they follow tutor instruction and that
makes easy for them to learn language. other than this, certain conditions are set in society which
allows in learning language. Also, learning process is modified as well. There are certain
challenges of EL learners such as they may lack confidence to write at length or in new way.
Besides it, they probably have difficulty in revising and editing their own work.
But it is critiqued that there is negative impact on process as well due to enculturation
theory. It is said that this theory is not adequate for EALD learners as they are not able to learn
English. In this it is found that when learner follow culture and ethics of another group than they
only observe it. This means that there is no real life experience gained by them. Also, learner
only inherit how they interact with other. So, there is no knowledge gained or obtained by them
regarding English language (Dale, 2017). Moreover, the learning may be negative as well
because other individual communicates or show negative behaviour. Thus, the change in learning
process may be negative or not proper as per learner needs. In addition, condition set by theory
in learning process is improper. Due to that ways in which learning process differs. The EALD
learners are not able to learn language in effective way. here, another impact of this theory on
learning is that it lacks a foundation in it. that means there are no particular practices or
procedure which is followed in it. So, it becomes difficult to apply in it in changing learning
style. When things are changed then there is need to focus on sociology rather than psychology.
This is because the changes are made into it on basis of culture norms and ethics. Learning
English is not way of how learning process is to be executed.
CONCLUSION
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From above it has been summarised that EALD students are those who want to learn
English as first language. Here, enculturation process is theory in which focus is on learning
norms, values, practices of culture by which it becomes easy to learn English. In this individual
learn from group culture, behaviour, observation, etc. the theory has impacted both in positive
and negative impact of process on language learning of learners. Hence, next is that there is need
to develop a particular foundation of theory which can be applied in learning. It will enable in
following some practices in it by which negative impact can be reduced. The learner will be able
to learn English language easily.
Question 2 Review BICS/CALP and explain its implication for teacher
INTRODUCTION
BICS is basic interpersonal communication skills means linguistic needs that is required
to interact with another person that is face to face. The skills include non verbal communication,
short text, etc. it is mostly used in learning language and interacting with others.
MAIN BODY
It is argued that BICS enable teacher to find out linguistic skills of learners. Here, needs
are common for all learners as it includes needs that are communication, interpersonal, language
etc. thus, it focuses on how to interact with others. Furthermore, this concept can be applied by
teacher in their learning style as it will allow to determine what are needs of students. With that
they can set goals and do planning accordingly. They can also evaluate how basic needs will be
helpful for learners to learn language (Moriña, 2017). Along with that, teacher can easily find out
difference between academic language and social language. So, by emphasising on social
language, learner will be able to communicate with others face to face.
Besides, as argued by ( the use of BICS provide a simple structure to teacher that how
they can apply in their teaching style. Besides, context of BICS is easy to understand and makes
sense as well. This is because it is related to social skills which is needed in it. Learner can easily
understand day to day language. also, it allows in speaking and listening skills. Therefore,
teacher will be able to improve listening and speaking as well. with that, learner both skills are
enhanced as it enables in BICS. The multi competence theory applied in it allow in giving
specific identity to learner. They can take example of other people easily to learn language.
The model proposed by Cummins shows similarities between notions such as Multi competence,
Dynamic Systems Theory and CUP, believing that the theoretical constructs of such concepts are
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consistent with one another. In fact, these all view that the languages of bi- and multi-linguals
interact in complex ways that can improve aspects of overall language and literacy development
of learners. But it is critiqued that the theory only helps in social skills rather than cognitive one.
However, cognitive is necessary as proficiency is language is obtained by learner. this allows in
classifying comparing, evaluating academic language. Besides, needs of learner may vary as they
speak different language (Puncreobutr, 2016). So, this concept is not suitable as language of
learner varies.
CONCLUSION
From above it can be concluded that BICS are linguistic needs that is need to interact
with another person. In this teacher has to make changes in their way of teaching. It will allow
them to find out needs of learners and on basis of that focusing in literacy. Also, learner can be
allowed to speak and learn English by interacting with others. By that leaner can enhance their
language and develop social relationship as well with others. The CUP model of bilingual
proficiency proposed by Cummins provide way of transfer of language to learners.
Question – Review Stephen Krashen’s theory of Second language and its implication for teacher
INTRODUCTION
Stephen Krashen proposed various theories of language acquisition and development.
The theory of second language had an impact on overall area of language research and teaching.
It is highly useful for teacher as they are able to apply this theory is language learning process.
MAIN BODY
As stated by (there are basically 5 hypothesis that is given in theory that are acquisition
learning, monitor, input, affective filter and natural order hypothesis (Reay, 2018). These all are
useful in teaching as there are several implications of each hypothesis of teachers. This can be
identified that in acquisition learning hypothesis optimal way of learning language is by
communicating in natural way. So, here, a teacher can create a situation in which learner are
easily able to learn English. A natural situation can be created in it. Therefore, it will highly help
student to acquire language rather than just inherit or learning it.
Similarly, in monitor hypothesis teacher can ensure that there is balance between
accuracy and fluency of student to learn language. in this teacher will identify different variables
by which language level of student is determined along with their personal goals. Thus,
outcomes are measured easily in it. Likewise, in natural order hypothesis teacher is aware about
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structure of language that is used in acquiring of language. so, structure of language will be
taught in such a way that it is easier to learn. Teacher will use language concept. It will make it
easy for learner to acquire language. but it is critiqued that the theory is not applicable in EALD
learner. In this only second language is acquired (Rosen, 2019).
The input hypothesis will allow teacher to create opportunity for learner to acquisitor
language. The learner will communicate in effective way with each other. besides that, in
affective filter hypothesis teacher can allow learner to learn. So, they can make mistake in it by
which a positive environment is developed within classroom. This will have great implication on
teacher. Alongside, in reading hypothesis teacher will allow learner to read. With that their
knowledge will be increased. There is vital role of grammar in this theory. here, teacher can
make learner understand about formal grammar. Hence, teacher meets the requirements for
comprehensible input and perhaps, with learner participation, the classroom becomes an
environment suitable for acquisition.
CONCLUSION
Hereby, it has been summarised that the Stephen Krashen’s theory of Second language
consists of 5 hypothesis that are acquisition learning, monitor, input, affective filter and natural
order. There are several implications of theory on teacher. It has to be change in learning style as
it will allow in acquisition of language. There is need to develop a framework in which theory is
applied. With that learner are able to learn English easily. A positive culture is developed in
classroom where all student focus on learning.
Question 3 How different types of assessment can support learning
INTRODUCTION
In learning it is required to have a proper assessment so that feedback is taken.
Assessment refers to approach by which feedback is taken from students. This helps in
improving their performance (Santos, and Punie, 2016). For that there are various types of
assessments which can are applied. The use of assessment depends on tutor convenience.
MAIN BODY
It has been stated that it is necessary to analyse student performance so that their learning
can be improved. Here, critical evaluation is done to maintain student progress. the assessment
approach is easy to follow as there it allows to engage with student. Basically, there are 6 various
types of assessments that is applicable. they are formative, summative, norm referenced and
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criterion. In all these there are different framework followed in it. In formative teacher is able to
understand student learning. Thus, strategies are changed accordingly. Usually, assessment is
short one as it allows to track student knowledge in real time within classroom. The examples of
it are portfolio, group project, etc. similarly, summative assessment measure student data and
progress. this is done at large level and is cost effective. In this feedback is given regarding
change in learning process rather than engaging student with them. thus, it helps teachers as well
as they are able to change way of teaching style. Here, examples can be taken are podcast, script,
etc. There is also change in ways of doing assessment. Generally, summative is based on
formative. This means that there is a follow up taken in summative based on instruction. the
assessment are highly useful as it help in setting of criteria by which student performance is
measured. Hence, it is simple and easy way to do this as only knowledge is to be measured. By
that progress is maintained and it helps in developing student skills and knowledge. The things
are related to what is to be done in teaching strategy.
It is analysed that ipsative assessment is also a type of assessment in which comparison is
done and certain goals are set. This allows in enhancing their skills. Likewise, norm referenced
assessment are tests that is done to do comparison. In this there are some criteria on basis of
which it is done that are national standards of individual. It includes age, gender, etc. it focuses
on student achievement that is being made. In this there are some example that are IQ test,
physical assessment, etc. (Martín-Gutiérrez, and et.al., 2017) The main thing is that this
assessment find out difference in test and it is done at large scale. it is mostly use to analyse
language ability, physical development, etc. furthermore, criterion reference assessment are those
in which score of individual is compared with their performance and standard is compared. In
this there is no evaluation done with another one. In classroom, this means measuring student
performance against grade-level standards and can include end-of-unit or final tests to assess
student understanding. These assessments are most often compared with norm referenced one.
While they both valuable types of assessments of learning, in criterion referenced assessments
don’t measure students against their peers. But each student is graded on their own strengths and
weaknesses. In learning it is required to have a proper assessment so that feedback is taken. This
helps in improving their performance. They can also evaluate how basic needs will be helpful for
learners to learn language. Along with that, teacher can easily find out difference between
academic language and social language
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However, it is argued that use of assessment is not beneficial as it is waste of time and
outcomes obtained are not in given time. Besides that, specific goals of teacher are not measured
in it. This makes it difficult to evaluate student performance and then on basis of that make
changes in their strategy (Toshtemirova, 2020). In addition, norm criterion the data matched is
not proper and effective. Thus, it is less used and outcome obtained is not as effective by which
evaluation is done. here, main difficulty which arise in it is teacher do not get time for doing
assessment. Other than this, main drawback is it measure knowledge and learning but not ability
and skills of student. therefore, it is important to analyse skills and competency so that student
weak areas are determined and then on basis of that learning is enhanced. The assessment are not
always helpful in measuring performance (Jackson, 2017). The ways are related to how student
allow learn things. there is also need to make use of theory or concept by which it becomes easy
to find out what next steps is to be taken. the main thing is related to how changes is to be done
in strategy so that it student performance is enhanced. In learning it is required to have a proper
assessment so that feedback is taken. This helps in improving their performance. They can also
evaluate how basic needs will be helpful for learners to learn language. Along with that, teacher
can easily find out difference between academic language and social language.
CONCLUSION
It can be concluded that teacher needs to follow assessment so that feedback is taken and
weak areas are identified. With that student performance is enhanced as well. It is useful in
finding out what student has done wrong and where. So, on basis of that assessment is done.
There are various types of assessment which are available such as formative, summative, norm
references, etc. From all these formative assessment is highly effective as it makes things easy to
evaluate student performance. It provides clear instruction given by teacher that where
improvement is required. However, on basis of that summative assessment is done. thus, it
requires strategies to be changed by teacher accordingly to needs of students.
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REFERENCES
Books and journals
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Jackson, K., 2017. Education. The Wiley‐Blackwell Encyclopedia of Social Theory, pp.1-5.
Martín-Gutiérrez, J., and et.al., 2017. Virtual technologies trends in education. EURASIA Journal
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Santos, A. and Punie, Y., 2016. Opening up education: A support framework for higher
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