Bilingual students have not just the ability but also the right to be ready to face the challenges of current society. Disapproval of bilingual education is not all groundless (Bialystok, 2001)
Without unambiguous goals for bilingual education, disorder and dissatisfaction among staff and community are probable results. A diverse study of a group of people in California and another in the Midwest show the significance of lucid goals (Hakuta, 2009)
Such students repeatedly become angry and troublesome (Brisk, 1991; McCollum, 1993). "One thinks what the achievements of such students would be if their energies were open encouraged by an environment in which they no longer wanted to deal traditions for school learning" (Heath, 2003)
According to his father, Louis learned to speak both languages as a native-speaking child would -- he showed very few signs of interference between languages; nor did his bilingualism have a deleterious effect on his cognitive development. His development seems to have been quite normal and it has been reported that by the age of 15 he had equal fluency in both languages (Weinreich, 1953), preferring French for technology and German for literature
Second Language Acquisition The objective of this work is to examine how children acquire a second language through social interaction and environment through supporting Vygotsky's theory in second language acquisition with a focus on school age children seven years of age and older. Vygotsky viewed language as a "critical bridge between the sociocultural world and individual mental functioning" (Berk & Winsler, 1995; paraphrased; as cited in Clark, nd) and held that the acquisition of language is the most important achievement in the cognitive development of children
" (2004) it is related in the work of Beverly Clark entitled: "First- and Second-Language Acquisition in Early Childhood that "Being exposed to a second language is obviously not enough, wanting to communicate with people who speak that language is crucial if acquisition is to occur." (Clark, nd) Furthermore, the social skills of the child who is acquiring a second language is important in learning that language
This includes cultural processes in the students' life in terms of the past, present and future and includes all contexts of "home, school, community, and the broader society." (Collier, 1995) in terms of language development or linguistic processes which are a second component of the model Collier states that these consists of "the subconscious aspects of language development as well as metalinguistic, conscious formal teaching of language in school, and acquisition of the written system of language
Vygotsky's Zone of Proximal Development (ZPD), for exampled is a popularized and onstensibility accessible dimension of Vygotsky's work that has been widely discussed since the mid-80s." (Thorne, 2000) II
e., the PPP model; The role of output practice, however, remains a contentious issue in second language acquisition (SLA) research as characterized by a number of ongoing debates (DeKeyser 51)
With a few notable exceptions, the literature so far tells us little about actual language use or specific linguistic variables. Even so, it is important, given the powerful set of beliefs about the linguistic benefits that accrue to those who spend time in SA settings (Freed et al
Such authentic materials include, for instance, online newspapers, webcasts, podcasts, newsroom video clips or even video sharing websites such as, say, YouTube. Where language teachers earlier searched and carried authentic materials like maps and train timetables to a classroom, they can now ask learners to access such information online, thus helping them learn with current and real-time materials (Hill et al
They are motivated to communicate and collaborate with peers to produce common products, for instance, wikis. These beneficial ICT-enhanced language learning activities call for the teacher to organize and monitor them, although in a blended language teaching class the overall role of the teacher has changed from the traditional authoritative role to that of a facilitator (Jonassen et al
(Stein 555) learning environments. The literature also stresses that successful ICT-based lessons depend on "appropriate direction, support and guidance" from teachers (Passey et al
, (1999), cited in Scrimshaw (2004), traces this evolution in the role of ICT as growing from "a supplement to the curriculum," to being the means through which "reinforcement or enrichment of the current curriculum" can be achieved to finally being "a facilitator for an emerging curriculum" (Scrimshaw 16). In its development as a teaching tool, ICT has played a part in the process of learning and knowledge creation, and will become especially significant in impacting important 21st century skills such as "information handling, problem solving, communication and collaboration" (Kozma 13)
Adaptability is another important factor which makes ICT suitable for learning second languages. ICT provide learner-friendly environment, thus, students from different social and cultural backgrounds can accordingly alter their learning environment as per their needs (Padurean, Margan 99)
But it was apparent that a continuing support was needed more by the students due to their age. Use of scanners linked to computers with speech synthesizers, was also used as a medium in one of the studies and it helped in enhancing the overall reading efficiency of the students (Scrase 308)
Ertmer, et al., (1999), cited in Scrimshaw (2004), traces this evolution in the role of ICT as growing from "a supplement to the curriculum," to being the means through which "reinforcement or enrichment of the current curriculum" can be achieved to finally being "a facilitator for an emerging curriculum" (Scrimshaw 16)
Anderson on L2 Learning Strategies relates that L2 strategies have been supported in the research of Hsiao and Oxford (2002) as being that which may be classified in a "systematic manner." (Anderson, 2005) Language learning strategies have been classified, according to Anderson as follows: 1) cognitive strategies (identifying, retaining and storing learning material including retrieval, rehearsal, and comprehension); 2) metacognitive strategies (preparing and planning, identifying, monitoring, orchestrating and evaluating strategy use; 3) mnemonic or memory related-strategies (memorization); 4) compensatory strategies (circumlocution strategies such as using a world you do know to describe the meaning of a word or phrase you do not know; 5) affective strategies (strategies for reducing anxiety); 6) social (self-encouragement, relaxation, and meditation, eliminating negative influences, creating positive strategies)
Carrier entitled: "Improving High School English Language Learners' Second Language Listening through Strategy Instruction" reports a study in which the theoretical framework was based on "cognitive theory and strategy research." (Carrier, Carrier states that this theory supports the idea that the learner is "actively involved in the learning process
These authors state that some limitations have been reported by investigators in relation to 'think aloud' protocols during listening as follows: 1) Only conscious strategies can be reported; 2) Verbalization needs to take place as soon as possible after the event to limit forgetting; 3) the phase of the task will influence the type of strategy reported as will the difficulty of the task; 4) Researcher 'prompting' may affect elicitation; and 5) Triangulation methods (such as combining think-aloud with retrospective interviews) might provide more reliable data. (Cohen and Macaro, 2007) In relation to use of strategy and the relationship that strategy has with other variables, Cohen and Macaro (2007) state that the relationship between variables that has garnered the most attention is that existing "between strategy use and successful listening comprehension