Table of contents

Index
Topic 1: Pair work and group work ................................................................................................. 2

Topic 2: The classroom management .............................................................................................. 5

Topic 3: Teaching Vocabulary ........................................................................................................ 8

Topic 4: Bilingualism and Intelligence ......................................................................................... 12

Topic 5: Process of acquisition and learning of languages ........................................................... 15

References ..................................................................................................................................... 18
Topic 1: Pair work and group work
Pair works.
Pair work is one of the most important activities to implement in the classroom during reading
session, unless the nature of the task doesn‘t allow the students to share the same information.

According Doff (1994) pair work gives students far more chance to read English, then it can
encourage students to be more involved and more concentrate on the reading activities, also
students fells less anxiety when they are working privately than when they are on shown in front
of the whole class, pair work can help shy students who would never say anything in whole class
activity and it can encourage students to share ideas and knowledge in reading activities.

According to Watcyn & Howard (2004), the first enormous advantage of working in pairs is that
it gives everyone a chance to read and in non-threatening environment.

Sometimes, the students find themselves uncomfortable when doing class activities knowing that
the teacher is paying attention on what they are doing, thus they need a little bit of freedom so
that they can express themselves without fear.

Harmer (1991) says pair works allows students to read independently without the necessary
guidance of the teacher, thus promoting learner independence, also pair work allows the teacher
time to work with one or two pairs while the other students continue reading, its relatively quick
and easy to organize, it recognize the old maxim that two heads are better than ones and
promoting cooperation helps the classroom to became more relaxed and friendly place, it allows
than to share responsibility rather than having to bear the whole weight themselves.

From the use of pair work we get the conclusion of that the students are involved in tasks in
which they do with their fellow students rather than in front of the teacher or the whole class.
Moreover, the language here produced is generally more natural and authentic than in teacher–led
sessions and it is more memorable for students, it gives much reading time for the students, then
allows to mix with one another by giving the students a sense of achievement when reading, this
activity allows the teachers to monitor or move around the class and really listen to the language
they are producing, also pair work allows students to practice different types of thing, the
students can interact with variety of people and learn from another, it encourage cooperation
which help students along in a class and could reduce the number of students outburst too, them

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the student can improve their concentration, is less threatening for shy student and can be a lot of
fun.

Group Work
Group work is more typical and suitable for large classes. Such as in pair work, this activity
allows the students to read freely as using the language to reading naturally.

Harmer (1991) says group work allows students to do a range of read for which pair work is not
appropriate, group work provide greater involvement and participation, its dramatically increase
the amount of reading individuals students, in group works personal relationship are usually less
problematic, there is a greater chance of different opinions and varied contributions then pair pair
work, it can encourage broader skills of cooperation and negotiation, it‘s also more private than
work in front of whole class, then it promotes learner autonomy by allowing students to make
their own decision in the group without being told what to do by teacher and some students can
choose their level of participation more really than in whole class or par work.

From the information above we conclude that group work in reading is activity that gives to the
students opportunities to create more complex reading by exploring the relationship between the
numbers of the group, they pool knowledge together and have more social learning environment,
then is better chance for self correction, from the group activities the students can help develop a
host skills that are increasingly in the reading work, it breaks complex reading into party and
steps and its possible to manage time, refunding understand through discussion and explanation
challenging, also helps students develop reading to collaborate efforts allowing students to share
diverse perspectives, develop their own voice and develop new strategies for reading efficiently.

Pair work and Group work

To begin with, work in pairs/groups considerably increases the amount of students‘ practice.
Next, this mode of learning allows the students to use the target language, to which two aspects
contribute. Firstly, students can help one another to use and learn the language; secondly, a
psychological factor, that is, encouraging weak or not confident students to use the language in a
less stressful environment than the whole class forum plays a vital role, because ‗students feel
less anxiety when they are working ‗privately‘ than when they are ‗on the show‘ in front of the
whole class' (Doff 1990: 111).

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Advantages of pair work and group work
 Gives the students far more chances to speak English in the classroom;
 Students participate in the lesson much more actively because they are involved in talking
to their friends exchanging opinions;
 Practicing new structures more than listening to their teacher talking.
 A strong student helps the weak one
 Learners take the initiative to express themselves, they are more spontaneous. Asking
questions and responding they use more language functions, (Lightbown and Spada,
1993:85);
 Learners learn how to cooperate with one another, make compromise, negotiate, and
respect individual‘s views.
Disadvantages of pair work and group work
 It is a time consuming and requires more effort from the student.
 If a person in a pair or a group is not able to solve a problem s/he can always rely on his/
her friends who will help him/her because "there is a greater chance that at least one
member of the group will be able to solve a problem when it arises."(Harmer, 1991:245)

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Topic 2: The classroom management
Classroom management refers to the wide variety of skills and techniques that teachers uses to
keep students organized, orderly, focused, attentive, on task, and academically productive during
a class in order to create and maintain appropriate behavior of students classroom settings.

Fundamental principles of classroom management

 Follows the first step of hypnosis

A hypnotist‘s first induction technique often involves directing subjects to focus on something
they are already doing. Teachers, like hypnotists, can string along a series of requests by asking
students to do something most are already doing

 Keep your consequences as minimal as possible

Don‘t use up big consequences too fast.

 Avoid punishing the class

Address isolated behavior issues instead of punishing an entire class, as the latter can hurt your
relationship with students who are on task.

 Encourage initiative

The teacher should promote the growth mindset, and inject variety into your lessons, by allowing
students to work ahead deliver short presentation to share take away points.

 Offer praise

Praise students for job well done, as doing so improves academic and behavioral performance.

 Interview students

Interview students who aren‘t academically engaged or displaying a bad behavior to learn how to
better manage them.

 Use nonverbal intervention.

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Establish eye contact or make gestures that let students know they are off-task, not paying
attention, or, misbehaving. The technique helps teachers efficiently and silently manages student
behaviour without disrupting a lesson.

Benefits of classroom management plan

 Fairness - most of your class will privately cheer when you hold misbehaving students
accountable. They will appreciate you for it. So much so, they will let you know in
whispers, cards, and notes they will squeeze into your hands or sneak onto your desk.
Following your plan satisfies their inherent sense of fairness and creates an environment
that allows them to enjoy school.
 Likeability - because there is no need to rely on confrontational methods like glaring,
lecturing, or scolding, your likeability will improve exponentially. In addition, when
students like you, they will want to get to know you better—which then makes building
influential relationships an easy-going, organic process.
 Peace - Your students will be calmer and more comfortable in their surroundings
knowing they can go about their day without the nervous stress of interruptions, drama,
and tension. Fair and firm accountability brings peace to your classroom quicker and
more effectively than anything else.
 Trust - when you are true to your word, your trust with students will grow stronger every
day. Going back on your word by ignoring your plan, however, either by taking matters
into your own hands or by doing nothing at all, will cause your students to question your
intentions and grow evermore distrustful of you.
 Kindness - as a result of following your classroom management plan, you‘ll no longer be
tempted into angry confrontation or cutting sarcasm. This frees you to model kindness
without being viewed as a hypocrite. Students will only follow your example if your
words line up with your actions. They can spot a phony a mile away.
 Respect- students do not respect teachers with poor classroom management or weak
integrity. How could they? The room is chaotic. School is no fun. Their teacher is
grouchy and noncommittal. Moreover, the students who cause trouble often get away
with it. Following your plan is a guaranteed path to respect.
 Concentration - with the elimination of noise, chatter, and interruptions come better
concentration and faster academic progress. Students in classrooms with strong
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 classroom management are able to focus on their schoolwork without the ever-present
possibility of yet another disruption.
 Time On Task - academic progress is largely a function of quality time spent on task and
engaged in learning. In classrooms where classroom management is the top priority,
where students are held accountable for every act of misbehaviour, students enjoy weeks
more in learning time.
 Fair Accountability- when you follow your plan, you can be sure you are holding
students accountable in a way that is fair to everyone. Uncertainty is thrown out the door.
You can know that you are upholding the highest ethics while managing your
classroom—without guilt or second thoughts.
 Parents On Your Side - Parents appreciate the fairness of rules and consequences. A
clearly defined classroom management plan makes sense to them. They are reassured
knowing that their child will be safe to learn and develop without the interference of
other students. Further, should their child become a behaviour problem, they know when
and how they will be contacted.

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Topic 3: Teaching Vocabulary
According to Linse (2005:121) vocabulary is the collection of words that an individual knows.
Each individual has ability to communicate by using the language he knows.

From the definitions of vocabulary above, it can be a total number of alphabets to make up a
word, which is known in a particular language to communicate.

Types of vocabulary

There are four types of vocabulary:

 Listening
 Speaking
 Reading
 Writing

Listening and speaking vocabulary represent spoken vocabulary and reading and writing
represent written vocabulary. Children begin to learn spoken vocabulary years before they learn
written vocabulary. Written language is formed on the basis of spoken language. Each type of
vocabulary has a different purpose and fortunately the growth in one type of vocabulary supports
the growth in another type.

Listening Vocabulary: This type of vocabulary refers to the words we hear and comprehend.
Foetuses in the womb can perceive sound when their age is sixteen weeks. Moreover, babies keep
on listening to various words when they are awake and thus we grow up listening to different
words, thereby learning so many words throughout our lives. In our adulthood, most of us can
identify and comprehend almost 50000 words. Children who are deaf are exposed to visual
listening as they are exposed to sign language. But in this case, the number of words developed is
far less than a normal child‘s secondary listening vocabulary.

Speaking Vocabulary: This Vocabulary refers to the words we speak. Our speaking vocabulary
is restricted. Most of the adults use almost 5000 to 10000 words for communication (for
conversation and giving instructions). The number of words used in this case is far less than
listening vocabulary, the reason being the level of comfort in usage.

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Reading Vocabulary: This vocabulary refers to the words we recognize when we read any text.
We read and understand many words, but we do not use them in speaking vocabulary. If a person
is a reader then this type of vocabulary happens to be the second largest vocabulary. Needless to
say, vocabulary grows with reading.

Writing Vocabulary: This type of vocabulary represents those words which we regain while
writing to express ourselves. It is very easy to explain ourselves verbally by using facial
expressions and modulation of voice, but using the same words for communicating the same
concept or thought through writing is not that easy. Our writing vocabulary is intensely affected
by the words we can spell.

Ten great ways to teach English vocabulary:

Stage 1: Noticing and understanding new words

 Introducing nouns, things, objects, animals, etc…

Visual elements work best with concrete nouns, but try to go beyond flashcards and illustrations.
Try to use real objects whenever possible, or even sounds, smells, and tastes. Appeal to all the
students‘ senses!

 Introducing adjectives
Opposites, like ―big‖ and ―small‖, ―long‖ and ―short‖, are usually illustrated with
pictures, but here is another case where really will help you teach new adjectives; the use
of real life objects is wonderful for words like ―soft‖ and ―rough‖, adjectives that may
take precious minutes of class time to explain. For more advanced adjectives, like
―stunning‖, ―gorgeous‖, ―spectacular‖, ―huge‖, or ―immense‖, bring in photos of famous
sights from around the world like the Louvre, Egyptian pyramids, the Eiffel Tower,
etc…then use these new adjectives to describe these places in ways that clearly illustrate
their meaning.

 Introducing abstracts

There are things you simply cannot teach with a flashcard. What works best in these cases are
synonyms, definitions, substitutions, or simply placing students within a given context. Consider

9
this simple example: To teach the difference between ―early‖ and ―late‖, remind students what
time class begins, then state that those who arrive before this time are ―early‖ while those that
arrive after this time are ―late‖.

Stage 2: Recognizing new words

 Bingo

Bingo is one of the most versatile games employed by ESL teachers. For younger learners, make
bingo cards with illustrations, and call out each word. For those who can read, do the opposite,
make the cards with words, then draw the flashcards from a bag. For teens or adult learners, you
can make cards with the definition and call out the words, or vice versa.

 Matching

Another type of exercise with countless possibilities. Students may be required to match
opposites, synonyms, or a word with its definition, as well as a picture to a word.

 Fill in the blanks (with options)

Hand out a piece of written text (anything from a description, song, letter, to even a short story)
with blank spaces that must be filled in from a list of words. You can adapt this to longer texts,
and also have longer word lists.

Stage 3: Producing vocabulary

 Descriptions

From a newspaper photo of a recent event to a personal account of a recent trip, there are
countless things students can describe while putting new vocabulary to good use. This goes for
both oral and written descriptions. You may give them some guidance, like indicating that they
have to use at least five adjectives in their description, or five words related to sports, weather,
etc…to no guidance at all.

 Fill in the blanks (no options)

Supply students with a piece of written text with blank spaces that have to be filled in with any
word that fits. You may give them indications for each space, like ―noun‖, ―adjective‖ or

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―adverb‖, if they are advanced students. You can then read several aloud to compare the different
words used to fill in each blank.

 Mind maps or brainstorming

Tell students they need to think of words they can use to describe the weather. Write ―weather‖ at
the centre of a blackboard or whiteboard and circle it. Write every word supplied by students as
―rays‖ that shoot out this circle. They should reply with previously taught words, like ―chilly‖,
―scorching‖, or ―mild‖. You may even have sub-circles shooting off to the side for winter,
summer, etc…words. This works great for vocabulary review lessons.

 Guess what I'm thinking

Students take turns describing something, like a place: ―I‘m thinking of a place that is so huge it
takes visitors hours to see all of it. It has stunning works of art. It is a breath-taking building, very
old, but with a modern glass pyramid in the front.‖ Students choose to be as obvious or as cryptic
as they like. Even little ones can do this with simple descriptions: ―It's an animal. It has a very
long neck and big brown spots.‖ Or simply state a series of words: ―Africa, black and white,
stripes‖.

Different ways to help the students remind several of vocabulary

 The teacher should vary the activity particularly in the teaching and learning vocabulary,
thus the students will not get bored quickly;
 The teacher needs to set the lesson as interesting as possible. She can set up good routines
by becoming a good motivator for her students;

The teacher should give her students chance to store vocabularies they learn by repeating
regularly in order to have a good comprehension.

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Topic 4: Bilingualism and Intelligence
In the early twentieth century, some studies used to make negative associations about the
relationship between bilingualism and intelligence. However, they were very simplistic studies,
which had as object the presence of many European immigrants in the United States; identified
the difficulty of the immigrants with the English language, soon concluded by their 'smaller'
intelligence (EDWARDS, 2006).
From the 1960s, however, some studies have pointed to positive associations in this subject, since
they concluded that bilinguals could have greater mental flexibility that are superior in concept
formation, and possess a more diverse set of mental abilities (Edwards, 2006). The fact is that this
relationship between bilingualism and intelligence is very difficult to accomplish. Edwards
(2006) points out, as the main difficulties, the very definition of bilingualism and, even more, that
of intelligence, as well as the problem of how to interpret any relationship found between them.
As seen above, the concept of bilingualism is very abstract, being linked to the context and the
proposal of what is meant by it. Intelligence, in turn, was already a more consolidated idea when
applying IQ tests to benchmark it, tests that are currently questioned.
Nowadays, we know of the existence of various 'types' of intelligence, such as emotional, spatial,
motor, linguistic, musical, etc. An important question, however, is whether bilingualism is an
experience that leads to an overall increase in cognitive aspects. The need to control attention to a
specific system in a context of competitive and activated systems is the characteristic that
differentiates bilinguals from monolinguals and is at the same time responsible for the linguistic
and cognitive consequences of bilingualism (BIALYSTOK, 2009).
We refer here to three cognitive aspects highlighted by Bialystok (2009): verbal fluency,
executive control and memory. According to the researcher, verbal fluency6 is an aspect that has
been considered negative for bilinguals when compared to monolinguals. In tests conducted with
children, for example, bilinguals were found to control a smaller vocabulary in each language
compared to monolinguals. In adults, the problems are related to lexical access and recall.
Bialystok (2009) postulates that the reasons for these difficulties are that, the bilingual uses each
of the languages less frequently than the monolingual uses his. In addition, a strong mechanism
of attention control is needed because of the conflict created by competition between the two
languages. Regarding executive control, the author says that studies have concluded by an
advantage of bilinguals. The production of language in bilinguals requires a constant involvement

12
of the executive control system to manage attention to the language that should be used at the
moment and for inhibition of the other language (s) the speaker knows.
This experience may also improve the system for other functions as well. In tests carried out,
bilingual children have had better results in metalinguistic tasks that required attention control
and inhibition (inhibition of language that should not be used at the time).
An example is your best results in grammatical tests, such as when you identify when a sentence
is grammatically correct, even though it has no meaning (eg 'Apples grow on noses'). This
judgment of the sentence's grammaticality requires great attention to avoid saying that it is wrong
because it does not make sense. One extension of these researches was to verify if these
advantages of bilinguals also occurred in non-linguistic tasks. Research has shown that bilingual
children develop the ability to solve problems that contain conflicting or deceptive cues earlier
than monolinguals. Regarding memory, the studies are not conclusive regarding the possible
advantages or disadvantages of bilinguals.
Bialystok says that the general conclusion that can be drawn about the various studies on the
relationship between bilingualism and cognition is that bilingualism is an experience that has
significant consequences for cognitive performance, although the nature and direction of these
consequences are not so clear that one cannot simply define that there is improvement or
worsening of certain cognitive aspects simply because the individual is bilingual. In addition, it
should be said that the studies referred to were based on fully bilingual individuals who use the
two languages daily on a high level of proficiency.
Baker and Jones (1999) report that bilingual education can play a central role in establishing
identity at local, regional, and national levels. In addition to all the advantages of learning, a
second language already presented. Bilingual education implies gains in the labour market, where
mastery of a second language is already seen as a prerequisite for any prominent position. The
acquisition of a second language also expands the options of reading, making available the
foreign literature, whether for academic, professional or just leisure reasons.
Considering bilingualism as a very present phenomenon in society, many people speak,
communicate in more than one language; two, sometimes more. Apart from purely conceptual
issues (essential to research and its starting point, one admits), what is important is to discuss
what influences bilingualism have on the individual and on society.
Advantages of bilingualism
Here are many advantages in speaking two languages.
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 Access to a larger world: When you learn a language, you also learn the culture. Being
able to speak two languages means, you are able to speak to people in a different cultural
and linguistic context. Bilinguals can use the right language with the social codes that go
with the language. In other words, you are able to step into another culture. Rudolf Steiner
a famous pedagogue says: ―Each language says the world in its own way‖.
 Better ability to focus: Bilinguals find it easier to focus and can avoid distractions (Dr.
Judy Willis, 2012). Indeed, the part of the brain called the executive function, which is
used for staying focused, has proven to be stronger in bilinguals. Every time a bilingual
speaks, both languages are actually active, and the brain has to work to suppress one
language while the other is being used. That mechanism employs the executive function
of the brain more regularly in bilinguals, which makes it become more efficient.
 Intellectual Gymnastic: Learning another language stretches your mind intellectually.
When you learn another language you have to focus on the structure of sentences, you
have to recognise sound patterns and make inferences. Research even shows that learning
a language would help delay Alzheimer disease (Dr. Ellen Bialystok).
 Better at multitasking: Bilingual kids can switch from one activity to another faster and
are better at doing multiple tasks at once than monolinguals (Ellen Bialystok, 1999). That
is thanks to the executive function of the brain, which gives bilinguals better cognitive
control over information that allows them to switch tasks.
 Linguistic facilities: Being bilingual helps you to learn another language. As you are
constantly switching from one language to another you become accustomed to expressing
yourself in a different way. Moreover, you have been exposed to two sets of sound
patterns rather than one. This gives you more chances to encounter known sounds in the
new language. All this combined makes learning an additional language easier.
 Deep understanding of the concept of ―language‖: Bilinguals have a deeper appreciation
of what is a language. They know that there is more than one-way to label a word and that
a word can have different connotations. As Professor Clyne says: ―They [Bilinguals] have
a better sense of the arbitrary nature of words, and the difference between form and
meaning.‖
 More job opportunities: Fluency in more than one language can open many doors.
 Travel: Being fluent in more than one language creates opportunities for travel.

14
Topic 5: Process of acquisition and learning of languages
Language acquisition is the process by which humans acquire the ability to perceive and
understand language (in other words, acquire the ability to be aware of and understand language),
and to produce and use words and phrases to communicate.

Language acquisition involves structures, rules and representation. The ability to use language
successfully requires that you acquire a variety of tools, including phonology, morphology,
syntax, semantics, and extensive vocabulary. The language can be vocalized as in speech or
manual as in sign. The ability of human language is represented in the brain. Although the
capacity of human language is finite, one can say and understand an infinite number of sentences,
which is based on a syntactic principle called recursion. Evidence suggests that every individual
has three recursive mechanisms that allow sentences to follow indefinitely. These three
mechanisms are: relativization, complementation and coordination.

There are two main guiding principles in first language acquisition: speech perception always
precedes speech production, and the gradually evolving system by which a child learns one
language is built one step at a time, beginning with the distinction between individual phonemes.

Linguists who have been interested in children's language acquisition for many years question
how language is acquired, Lidz et al. states "The question of how these structures are acquired,
then, is best understood as the question of how a student takes surface shapes at the entrance and
converts them into abstract linguistic rules and representations."

Language acquisition generally refers to first language acquisition, which studies the baby's
acquisition of mother tongue, whether spoken or signed as a result of pre-lingual deafness,
although it may also refer to bilingual first language acquisition (BFLA) , which refers to the
simultaneous acquisition of a child from two native languages. This differs from second language
acquisition, which deals with the acquisition (in children and adults) of additional languages. In
addition to speaking, reading and writing a language with a very different script make up the
complexities of true foreign language literacy. Language acquisition is one of the human traits
par excellence, because non-humans do not communicate using language.

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Concepts of mother tongue, second language and foreign language

Unlike the concepts "Second Language" and "Foreign Language", most authors treat the concept
―Mother Language‖ as a rather obvious denomination. This should really be easier to name than
the others should, but little definitions are found for the term.

The mother tongue usually characterizes the origin and is used, most of the times, in the day-to-
day.
The Mother Language, or First Language (L1), is not necessarily the language of the mother, nor
is the first language learned. So little is it just a language. It is usually the language we learn first
and at home, through the country, and it is often the language of the community.
However, many other linguistic and non-linguistic aspects are linked to the definition. The
language of the parents may not be the language of the community, and in learning both, the
individual will have more than one L1 (bilingualism). A child can therefore acquire a language
that is not spoken at home, and both are worth as L1. (Spinassé, 2006: 6)
The above-mentioned author clarifies that the characterization of a mother tongue as such only
occurs if we combine several factors and all of them are taken into account: the mother tongue,
the father tongue, the language of the other relatives, the language of the community , the
language acquired by the first, the language with which an affective relationship is established,
the language of everyday life, the predominant language in society, the one with the best status
for the individual, which one feels more at ease. All these are decisive aspects for defining an L1
as such.
The acquisition of a Second Language (L2 or SL), in turn, occurs when the individual has already
mastered part or all of his L1 (s), that is, when he is already in an advanced stage of acquisition of
their mother tongue.
It is generally stated that languages acquired early are dominated as L1 - but provided that they
play a function similar to that of L1. If the child mentioned above, who learned English as a
Second Language in England spends many years in the country - that is, language plays more
than a role of social integration and becomes a daily language, important to live, possessing
characteristics identity, and the individual dominates it as a native - although there was originally
a process of acquiring SL, we now have a case of mother tongue. That is, the status of a language
may occasionally change. It is well known, that a second language is not necessarily a second, in
the sense that there will be a third, a fourth, and so on. "Second" is for "other than the first (the
16
maternal)," and the acquisition order becomes irrelevant - as long as it is not another L1.
Depending on how the language was acquired, it can be classified in one form or another.
Differentiating, however, from the concept of Foreign Language (FL), a Second Language is a
non-first language that is acquired under the necessity of communication and within a process of
socialization. The situation has to be favourable: a new medium, a more intensive contact with a
new language that is important for communication and for social integration. For the domain of
an SL, it is required that the communication be daily and that the language plays a role in the
integration in society.
The acquisition of a Second Language and the acquisition of a Foreign Language (FL) are
similar, in that individuals who already have speech language skills, that is, by someone who has
other cognitive develop them and organization of thought assumptions than those used for the
acquisition of L1. A differentiation between these two forms of non-maternal language
acquisition is fundamentally based on the already mentioned role or function of the Second
Language in the culture of the speaker (Op.cit., Pp. 4-6).
In the process of learning an FL, one does not establish such a great or intense contact with it.
The big difference is that the FL does not necessarily serve the communication and, from this, it
is not fundamental for the integration, whereas SL plays an even vital role in a society. Therefore,
the author we have been quoting concludes that there is, in fact, a "recipe" for the differentiation
between First Language, Second Language and Foreign Language. The status of a language may
also vary with time, it is only necessary to establish another relationship with it.
Xavier, MF & Mateus, MH (1992: 49) assert that acquisition of language is the process by which
the individual learns his / her mother tongue L1, acquiring the rules of its operation by simple
natural exposure and its use in the communication context in which is inserted. Learning is a
regulated process and with a reflexive, conscious and explicit knowledge; systematized,
orientated towards form-sense relations; by means of regularization and standardization to the
exercise of normative control of verbal production. In one class, acquisition and learning are
inseparable and present a simultaneous occurrence where the teacher gives the use of the
language and the usage rule. Teachers of language teaching should be very careful in teaching the
language. They should always be concerned with understanding the children's background
languages, in order to better target the language they intend to teach.

17
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