L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and no...L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.展开更多
Schools and society have become more diverse.Culturally responsive teaching as an effective teaching method has been applied in different school subject areas.This article introduces the concept of culturally responsi...Schools and society have become more diverse.Culturally responsive teaching as an effective teaching method has been applied in different school subject areas.This article introduces the concept of culturally responsive teaching and discusses its implementation in the Chinese classroom.This article addresses the establishment of an inclusive,safe,and academically rigorous learning environment,diversification of curriculum content knowledge and instructional strategies,and incorporation of culturally responsive assessment.Culturally responsive teaching in the Chinese classroom provides an opportunity for teachers not only to develop students'language skills and cultural understanding,but also to cultivate students'attitudes and dispositions toward diversity for their attainment of effective intercultural communication.展开更多
Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching qu...Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching quality(Dindyal et al.,2021;Jacobs et al.,2010;Mason,2002;van Es&Sherin,2002).Recent large-scale reviews(Konig et al.,2022;Wei et al.,2023;Weyers et al.,2024)confirm that teacher noticing is now recognized as a fundamental professional competency,essential for responsive and effective mathematics instruction across the globe.展开更多
文摘L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.
文摘Schools and society have become more diverse.Culturally responsive teaching as an effective teaching method has been applied in different school subject areas.This article introduces the concept of culturally responsive teaching and discusses its implementation in the Chinese classroom.This article addresses the establishment of an inclusive,safe,and academically rigorous learning environment,diversification of curriculum content knowledge and instructional strategies,and incorporation of culturally responsive assessment.Culturally responsive teaching in the Chinese classroom provides an opportunity for teachers not only to develop students'language skills and cultural understanding,but also to cultivate students'attitudes and dispositions toward diversity for their attainment of effective intercultural communication.
基金supported by the Dean's Research Fund from The Education University of Hong Kong(Ref.:FLASS/ICRS-0401W,R4439).
文摘Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching quality(Dindyal et al.,2021;Jacobs et al.,2010;Mason,2002;van Es&Sherin,2002).Recent large-scale reviews(Konig et al.,2022;Wei et al.,2023;Weyers et al.,2024)confirm that teacher noticing is now recognized as a fundamental professional competency,essential for responsive and effective mathematics instruction across the globe.
