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Child case- study in learning (CLIL framework) Outline

CHILD CASE- STUDY IN LEARNING 6

Childcase- study in learning (CLIL framework)

Outline

  1. Summary 3

  2. Ali’s Personal Information 4

  3. Teachers Intervention 4

  1. Language Improvement 4

  2. Methods for Language Learning Process 5

  1. References 6

Summary

Thelearning process is complicated and involves absorbing and processinginformation. Learning new challenges can be challenging especially ifthe language is fundamentally different from a person’s firstlanguage. The language learning process must integrate the learner’senvironment so as to improve the learning process. According tolearning theorists, the learning process must incorporate thecognitive and emotional processes so as to enhance learningespecially of new languages. Learning in a bilingual environment isenhanced by the fact that learning occurs both formally andinformally. The informal learning environment is important to thechild as it enhances the use of learned language vocabulary andskills in social interactions. This is what makes learning in abilingual environment comfortable.

Accordingto learning theorists, the learning process of a new language is bestcarried out using content and language, where the language content isrelevant to the child’s learning environment. The child’slearning becomes faster that abstract learning. Physical learninghelps the child to formulate schemas as children best learn throughphysical learning. The child learns to associate what is in theenvironment with the learned words and phrases in class. The teacherought to learn how to integrate the learning environment into thechild’s learning process in order to make it simple for a child tolearn a new language.

Childcase- study in learning (CLIL framework)

Aliis a five years old boy at a beginners’ school. His first languageis Arabic and he has no prior knowledge of English. Ali’s familymembers converse in Arabic and thus, his experience with English isonly outside the homestead. Ali’s immediate neighbors also speakArabic and this means that his major contact with English is inschool. He enjoys playing with a few children in the neighborhood andthis has improved his English as some of his neighbors speak English.Ali is now learning basic English in school and he has madetremendous progress. Although Ali is yet to learn how to constructbasic sentences, he understands most of the basic concepts and thishas improved interaction.

Ali’steachers have developed targets that guide his learning process. Thelearning process is supported by rewards, which encourage Ali tolearn. According to behaviorists, learning best occurs when there areclear targets and rewards that support the learning system (Ormrod,2012). Ali enjoys simple rewards such as claps from other childrenand the fact that he can now interact with other children (Nation,2001). Ali’s teachers encourage him to speak in simple English wheninteracting with other children even if the children understandArabic. Ali’s English is also improved by the fact that he lives ina society that uses English as a first language and thus, he gets tohear more English than Arabic.

Ali’slanguage is improved through Basic Interpersonal communicative skillsas the teacher uses interpersonal communication to enhance Ali’sunderstanding of English (deJong, 2010). This removes the learningenvironment from the learning process, which is important as it meansthat Ali does not only learn English in a formal learning environment(Paulston &amp Tucker, 2003). In the classroom environment, theteacher uses CALP skills, where the teacher uses bilingual techniquesto teach Ali. The teacher uses both Arabic and English to teach Alias the aim is to help him translate words from Arabic to English.CALP is more applicable in a formal learning environment than BICS asit involves learning the basic rules of the language. The teacherintegrates both in the bilingual environment so as to enhance Ali’slearning process (Mitchell &amp Myles, 2004).

Thecontent and language integrated learning process involves using thecontent learned in actual learning contexts. In this case, theteacher teaches the student items that are contextual so as toencourage the child to use the learned skills in actual communication(Taylor, 2008). Ali is encouraged to use English and Arabic inparallel so that his understanding of English is enhances. Thecontent and language are important for children learning in bilingualenvironments because the child’s learning content is relevant tohis environment and improves the learning process as the learner useswhat is learned on a regular basis (Illeris, 2004).

Theteacher started by teaching Ali basic salutation, as the purpose wasto integrate content and language use. This enhanced Ali’s learningas he could now use social interactions as a learning environment.The teacher then taught Ali basic items that were in Ali’simmediate environment as these are things that he could easilyremember using cognitive schemas (Hawkins, 2004). Learning theoristsargue that people learn by forming schemas and schemas are easilyformed based on interaction patterns. This created confidence in Alias he could now use language to communicate with his immediateenvironment and improve his interpersonal skills (Silliman &ampWilkinson, 2004). Ali’s learning was enjoyable as he used learnedlanguage to interact with other children during play. The purpose isto create cognitive maps of language through physical learning.

References

deJong,T. (2010). &quotCognitive Load Theory, Educational Research, andInstructional Design: Some Food for Thought.&quot InstructionalScience: An International Journal of the Learning Sciences:38.

Hawkins,M. R. (2004). Languagelearning and teacher education: A sociocultural approach.Clevedon: Multilingual Matters.

Illeris,K. (2004). Thethree dimensions of learning.Malabar, Fla: Krieger Pub. Co.

Mitchell,R., &amp Myles, F. (2004). Secondlanguage learning theories.London: Hodder Arnold.

Nation,I. S. P. (2001). Learningvocabulary in another language.Cambridge: Cambridge University Press.

Ormrod,J. (2012). Humanlearning(6th ed.). Boston: Pearson.

Paulston,C, B and Tucker, R, G. eds. (2003). Sociolinguistics:The Essential Readings.Malden, Ma: Wiley-Blackwell.

Silliman,E. R., &amp Wilkinson, L. C. (2004). Languageand literacy learning in schools.New York: Guilford Press.

Taylor,E.W. (2008). Transformativelearning theory. New Directions for Adult and Continuing Education.New York: Jossey-Bass.