Lesson Planning with Siop: a Theoretical Base (Benchmark Assessment) Essay Example
Lesson Planning With SIOP: A Theoretical Base (Benchmark Assessment)
Sandra Ramkissoon
Grand Canyon University
ESL-523N SEI English Language Teaching: Foundations and Methodologies
October 4, 2012
* Abstract
Over the past few decades much research has been conducted as to how second language is acquired. Many theories of second language acquisition have been formulated. This paper will compare and contrast two influential second language acquisition theories: the behaviorist theory and the innatist theory specifically, Krahsen’s Monitor Theory. An overview of how these theories impact the SIOP Model for lesson planning will follow the description of the selected theories.
Lesson Planning With SIOP: A Theoretical Base (Benchmark Assessment)
The increasing number of English language learners (ELL) has presented a myriad of challenges for the educational system. On the backdrop of federal mandates and guidelines, schools have the added pressure of implementing instructional practices for ELL that would ensure that each student is making significant academic yearly progress. Also fueling the controversy are the trends in instructional strategies which have continuously evolved as the dramatic flow of ELL increase. In an effort to better understand second language learners, various studies have been conducted on the processes of second language acquisition. Second language theories have provided the framework for which relevant data can be deduced to enhance the way educators formulate effective instructional practices. There is a foundational premise among second langue theorists that learners acquire second language by building upon their existing native language knowledge. However, each theory that has been formulated approach second language acquisition from differing perspectives.
During the 1950’s, the behaviorist theory dominated the study of linguistics. Behaviorists believe that second language is acquired from learned habit formation
Sandra Ramkissoon
Grand Canyon University
ESL-523N SEI English Language Teaching: Foundations and Methodologies
October 4, 2012
* Abstract
Over the past few decades much research has been conducted as to how second language is acquired. Many theories of second language acquisition have been formulated. This paper will compare and contrast two influential second language acquisition theories: the behaviorist theory and the innatist theory specifically, Krahsen’s Monitor Theory. An overview of how these theories impact the SIOP Model for lesson planning will follow the description of the selected theories.
Lesson Planning With SIOP: A Theoretical Base (Benchmark Assessment)
The increasing number of English language learners (ELL) has presented a myriad of challenges for the educational system. On the backdrop of federal mandates and guidelines, schools have the added pressure of implementing instructional practices for ELL that would ensure that each student is making significant academic yearly progress. Also fueling the controversy are the trends in instructional strategies which have continuously evolved as the dramatic flow of ELL increase. In an effort to better understand second language learners, various studies have been conducted on the processes of second language acquisition. Second language theories have provided the framework for which relevant data can be deduced to enhance the way educators formulate effective instructional practices. There is a foundational premise among second langue theorists that learners acquire second language by building upon their existing native language knowledge. However, each theory that has been formulated approach second language acquisition from differing perspectives.
During the 1950’s, the behaviorist theory dominated the study of linguistics. Behaviorists believe that second language is acquired from learned habit formation