Although Swan and Smith's quotation refers to English, this observation could be applied to learners of any language. All pupils can be expected to experience some difficulties in certain aspects of learning an additional language. Where difficulties appear to be particularly severe or prolonged, it can be useful to compare pupils' performance in the new language with their oral and literacy skills in their first language. In the case of monolingual children, this should not present significant difficulties as language teachers can talk to their colleagues and look at examples of pupils' work. However, the situation can be quite different for multilingual children where the school may not have much information about pupils' skills in their first language or indeed about the language itself. The purpose of this section is to familiarise teachers with some of the features of a number of first languages spoken by pupils in our schools. This will enable teachers to gain understanding about whether errors made in the additional language are likely to be dyslexic indicators or whether they could be attributed to features of pupils' first language. Perhaps more importantly, it will highlight to teachers the areas of instruction which are likely to require particular attention.
A volte allievi e studenti possono incontrare difficoltà nell'apprendere una nuova lingua o alcuni aspetti di essa. Se le difficoltà si rivelano particolarmente accentuate o persistenti può essere utile confrontare il rendimento scolastico dell'allievo nella nuova lingua con le sue abilità orali e di letto-scrittura nella lingua materna (si veda a questo proposito, il Modulo 3). Lo scopo del presente modulo è infatti quello consentire agli insegnanti di comprendere se le difficoltà incontrate dall'allievo nella lingua aggiuntiva debbano essere attribuite ad un disturbo specifico di apprendimento o se siano dovute alle caratteristiche delle lingue che fanno parte del background dell'allievo. Si evidenzieranno inoltre le aree linguistiche a cui è necessario riservare particolare attenzione, al fine di rendere l'apprendimento linguistico più efficace.
Comparison among languages
C Cappa;
2014
Abstract
Although Swan and Smith's quotation refers to English, this observation could be applied to learners of any language. All pupils can be expected to experience some difficulties in certain aspects of learning an additional language. Where difficulties appear to be particularly severe or prolonged, it can be useful to compare pupils' performance in the new language with their oral and literacy skills in their first language. In the case of monolingual children, this should not present significant difficulties as language teachers can talk to their colleagues and look at examples of pupils' work. However, the situation can be quite different for multilingual children where the school may not have much information about pupils' skills in their first language or indeed about the language itself. The purpose of this section is to familiarise teachers with some of the features of a number of first languages spoken by pupils in our schools. This will enable teachers to gain understanding about whether errors made in the additional language are likely to be dyslexic indicators or whether they could be attributed to features of pupils' first language. Perhaps more importantly, it will highlight to teachers the areas of instruction which are likely to require particular attention.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
