Children and ESL

Especially when children do not have the same language as you, it is not always easy for ESL and ESL to work with children. If these students have problems, it is more difficult to judge whether there are walls of difficult words to find. Solles Adler's article "Evaluation of Language Abilities for Speakers with Limited English Ability: Linguistic Meanings", Celeste A., "Invention Language Rules for Identifying Spanish Children with Normal and Language Disabilities"

Because the amount of language input is particularly important for ESL children who have established L1 (Hammer et al., 2008; Hoff, Core et al., 2012), parents and practitioners working with ESL children , You need to use lots of languages ​​at an early stage. Enter the language to prevent language problems often encountered by ESL children. Studies have shown that the number of language inputs is important, but future studies are needed to find out the number of L2 inputs required for ESL children to keep up with academic achievement with monolingual colleagues .

Frequency is important; children learn the most they hear. Concern about the growth of ESL children in a poor environment is that the amount of input a child listens to in each language may affect the vocabulary of each language (Gollan, Montoya, Cera, & Sandoval, 2008; Hoff , Core et al., 2012; Pearson, Fernandez, Lewedeg, and Oller, 1997). ESL children tend to have less vocabulary per language than colleagues in a single language (Bialystok, Craik, Green, & Gollan, 2009; Pearson et al., 1993). The concept is even bigger. It is usually the same as a single language (Hoff, Core et al, 2012; Pearson et al, 1993). ESL children who have established L1 may face further difficulties, ie bilingual children who are both bilingual in both languages ​​can not experience it. Receiving a large amount of L2 input is particularly important for ESL children, as additional support may be required.

In the United States, the number of children growing in a bilingual environment is increasing. Both languages ​​have obvious advantages, but children learning English as a second language often encounter difficulties as they may experience poor and poor language input at home. In order for ESL children to be academically successful, it is important to touch the rich linguistic environment at an early stage. In this article we will explore how we can use the principles of language learning based on 6 evidence to support ESL children.