Language-Acquisition Theories
Language acquisition is crucial for all students- especially for students whose native language is not English. The English language contains words that have many different and unrelated definitions, and many phrases that, when taken literally, are confusing and frustrating. In order for those students to be able to flourish in their academic careers, they must be able to collectively achieve reading comprehension as well as an understanding of figurative language.
"Bridging Two Worlds: Reading Comprehension, Figurative Language Instruction, and the English-Language Learner" is an article about bringing reading comprehension and figurative language instruction together in the minds of English Language Learners (ELLs). However, that is not all that this article is about. It is also about bridging the ELL’s understanding of their native language with the English language in order for the ELL student to succeed in their language acquisition both socially and academically. The best way for this to happen is for the teacher to teach explicit instruction to the ELL student. In explicit or direct instruction, the instruction is teacher centered and highly structured (Palmer & Brooks, 2004). The teacher must first model the thinking process that is required in order to comprehend the words and phrases and also the procedures involved to conclude what the text is saying from context. Directly after the teacher models the required thinking process, the student must have some independent practice. This is so that the student can practice the material while it is still fresh in their mind. It is also important to utilize visualization. (Qualls & Harris, 1999) A great way to do so that was described in this article was for the student to draw the literal meaning of the figurative phrase and then draw the intended meaning of that phrase directly next to it. For students who are just learning the English language, they are encouraged to utilize their native language as often as needed in order to boost their level of comprehension. (Suleiman & Moore, 1995)
There is a three step problem solving process set in place for teachers to educate their ELL students in order to comprehend figurative language. The first step in this process is to find the figurative language. In the sentence “Break a leg Johnny!” the student would need to identify that “break a leg” is the figurative language. The second step in the process is to determine the literal meaning of the figurative language. Johnny would then figure out that his friend did not actually want him to break his leg. This realization then leads to the third step: find the intended meaning of the phrase. This is the point where the student would realize that Johnny’s friend was wishing him good luck. For this article, there was a fourth step added. The fourth and final step was to find the importance of the phrase and determine how it is associated to your life. At this time, the students would think of an instance where someone might say this phrase to them. It could be before a speech, a basketball game, or even their driving test. Making connections to the real world show the students that there are various instances where they will come into contact with this in their everyday lives. (Palmer, B. C., et al, 2006) As a teacher, it is important to use explicit instruction, show how students will use what they learn in their lessons in the real world, include dialogue in the classroom environment, utilize teacher modeling directly followed by independent practice, and incorporate use of the student’s native language. If the teacher includes each of these aspects in their classroom for ELL students, then there is an increased chance of success for the students as well as the teacher.
Resources
Palmer, B.C., & Brooks, M.A. (2004). Reading until the cows come home: Figurative language and reading comprehension. Journal of Adolescent & Adult Literacy, 47, 370–379.
Palmer, B. C., Shackelford, V. S., Miller, S. C., & Leclere, J. T. (2006). Bridging two worlds: Reading comprehension, figurative language instruction, and the English-language learner. Journal Of Adolescent & Adult Literacy, 50(4), 258-267
Qualls, C.D., & Harris, J.L. (1999). Effects of familiarity on idiom comprehension in African American and European American fifth graders. Language, Speech, and Hearing Services in Schools, 30, 114–151.
Suleiman, M.F., & Moore, R. (1995). Figures of speech, sym- bolism and the communicative process in the multilingual classrooms. Paper presented at the annual meeting of the Speech and Communication Association of Puerto Rico, San Juan, Puerto Rico. Service No. ED393960; www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED393960)
