Language acquisition device (LAD) Facilitating is the major role of the teacher during language lessons instead of the traditional teacher-centered approach. Learning this way provides a more tangible element and it is more engaging and enjoyable for the learners. The lessons task and activities cultivate meaningful and involve practical communication elements that learners can quickly grasp (Richards, 2006). The teacher, exposes the learners to the language with a bit of a  behaviouristic approach that creates a conducive learning environment because, during these times, the language acquisition device in every child is active (Chomsky, 1965). For instance,  the teacher says, “the learning objective of this lesson is to construct extended sentences.” Before doing so, the teacher will use the strategy of a word bank. A word bank is a classroom discussion on what the words are that are being used in extending sentences and are all written down in the board as a guide for pupils. The pupils will then suggest and share with the whole class and they will be able to use this list of words while accomplishing the learning objective for the day.  Furthermore, the strategy of spelling and one grammar item per week is a suitable aid for cognitive ability development as well as language acquisition. It is suggested that every child has a language acquisition device that automatically acquires language structure and function (Chomsky, 1965). An example of this is when the lesson’s topic was about using the apostrophe. The teacher asked the students to write “Josh’s guitar”. After that, the teacher asked them why did they put an apostrophe before the ‘s’.  Some of the learners replied, because that is how you write it. You can see that these pupils can not reason out as to why they put an apostrophe before the s and not after the s. It only shows that most learners are unaware of the rules, but know how to use it, which is exactly what Chomsky said with; “every child does not need any kind of formal teaching to learn how to use the language and the learning or acquisition doesn’t not need a trigger to begin it just start on its own” (1965). This is due to the fact that, this classroom, which have different language backgrounds, are exposed (read, hear, listen) to many languages and just like that, they can grasp and acquire language conventions.Conclusion Amid this study, it has been articulated that, non-native English learners gain spelling, vocabulary, and grammar by having access to the curriculum and with the help of a great facilitator. They are also aided by using effective strategies such as a word bank, elocution, and the use of dictionaries. These are some of the ways how the linguistically diverse classroom acquired linguistic competence. Additionally, this paper also suggests some insights that were gained in the process of language learning and acquisition. This is done with the aid of effective teaching strategies, therefore, learning a language is fun and enjoyable.

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