What does it mean to lean Italian?

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What does it mean to lean Italian?

Teaching Italian as a second language to young learners assist children to be more open minded, critical thinkers and it develops their cognitive skills and high order thinking strategies. At times, adults under estimate young minds, as long as children learn a second language in context they can absorb the concepts and notions of how a second language works like a sponge.

In the majority of schools, the curriculum is so overcrowded that teachers do not have time to cover many of the conventions and grammar elements of the child’s first language…

In the majority of schools, the curriculum is so overcrowded that teachers do not have time to cover many of the conventions and grammar elements of the child’s first language. Leaning a second language aids the students to analyse their own language structures when proof reading their written work. Learning a language like Italian it assists students to understand the different text types better, students being to explain their text form with a contextual understanding, they learn to  examine grammar structures and enrich their knowledge by reinforcing the processes and strategies of language learning. The teaching and the learning of a second language not only reinforces their first language but the students acquire another system of communication. When we stop to consider that over 60% of the English vocabulary derivers from the Latin roots, this alone can be one of the main reason why learning Italian because it assists the child with their orthographic knowledge and vocabulary building. In addition, the leaning of Italian promotes syntactic knowledge when writing. The child from an early age learns how to scrutinise the grammar conventions. Students who learn a second language, like Italian become aware that a simple sentence needs at least three elements: a subject, a verb and an object before their English peers do because of the fact that the Italian language is so close to the English sentence structure.

There are challenges for the language teachers when delivering Italian lessons. The teacher needs to ensure that the levels are differentiated in a mixed ability class. He/she needs to plan to meet the needs of the different levels in the classroom. Due to this reason, the ILS has an assistance to provide extra support to those students who require the extra help. Work is modified and adjusted to meet the student’s ability and level of knowledge.

Language teaching is most rewarding when the students have achieved their learning outcomes and the teacher with the facilitators can take a step back and watch the class interactions. Cultivating and growing with all the learners in class room is worthwhile and gratifying experience. Observing that the students are using the language learnt outside the classroom and are able to respond in the target language is fulfilling not only for the teachers but also for those people who supported the learners, including the students themselves.

Francesca S. 

 

ILS
ILS

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