Learning A Second Language with Multimedia Materials
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The document discusses instructional approaches for language minority students. It recommends using a multimedia approach that guides what students notice in words, sentences, passages and images through teacher feedback. Another strategy is a multimedia glossary for problematic vocabulary. Teachers can scaffold student comprehension by using advance organizers and graphic organizers to show links between concepts. Students benefit when they have control over how content is presented and can access supports like text-to-speech programs. Teachers must be aware of differences between home and school learning and show respect for students' first languages to create a supportive environment.
Learning A Second Language with Multimedia Materials
- 2. The goal is to develop several core competencies that allow people to develop and maintain social relationships and communicate ideas for the language minority students.
- 3. Researchers have identified two instructional approaches proponents of the structural approach argue that drill and practice is the best way to learn grammar and vocabulary. the cognitive approach emphasizes how the learner interacts with language.
- 4. •This means that the supports embedded in a multimedia instructional approach should guide what students notice in a word, sentence, passage, or image. This strategy can also be accomplished through immediate and focused teacher feedback. •Another strategy for increasing the accessibility of materials is using a multimedia glossary for problematic vocabulary comprehensible input •teachers can scaffold student comprehension of content-area facts, concepts, and generalizations and the links between them. •Advance organizers and graphic organizers are effective ways to facilitate this task because they can provide an overview of a new topic and visually represent links between the concepts to be learned. •Students’ interactions with content can also be more effective when they have control over the mode of presentation. interaction •in a digital environment, text-to-speech programs enable the user to hear what he has written and check if a sentence makes sense. •teachers need to be aware of the potential discontinuities between learning at home and learning at school. •When teachers show the respect of their student’s first language, students are more likely to have positive attitudes towards their language minority peers, creating a supportive environment that can benefit the learning of all students comprehensible output 3 stages of effective opportunities to learn a second language
- 5. learners should be able to link to multimedia glossaries or other supports that connect new information to background knowledge. Larner control is important. If the student needs more background information for a concept or a definition of a key vocabulary word, the program should offer links to this information throughout the learning process. Students should be given opportunities to actively engage with the second language rather than passively receive information through drill and practice.