The paper "Language Challenges to International Early Childhood Learners" is a great example of an education outline. Several attempts have been made in recent years to determine the significance of oral language development among international early childhood learners. More focus has been put in oral language development in the Primary Language curriculum development. Studies have also been done in the areas of assessment and appropriate support for teachers in curriculum implementation to act as a guide to teachers during the implementation of learning requirements. This paper explains some of the language challenges that international early childhood learners experience and the strategies that can be used to evaluate these challenges. Objectives The main objective of this paper will be to evaluate language challenges that are experienced by international children learners in early childhood education.
This will be useful in coming up with the right approach in dealing with these challenges so that they are solved. Discussion The present social/interactive approaches used by international early childhood learners have been observed to be ineffective in ensuring these children get quality language skills which are significant in language development. T has been necessary to ensure learning among international early childhood learners is beneficial to learners in the long run (Snow & Uccelli, 2009).
The design of the learning process that is currently used by international early childhood learners does not enable them to get quality skills in the use of languages. By coming up with proposals to address these challenges, the learning process for international early childhood language learners will be facilitated. The major areas of focus of this essay will include the following: Challenges that are faced by international early childhood learners in language learning Changes that can be made to the curriculum to ensure the objective of providing quality early childhood language learning is achieved Methods of teaching that can be used to ensure international early childhood learners get quality language skills Conclusion Evaluation of language learning challenges among international early childhood learners can be done through a number of techniques.
These techniques can be used by teachers in such processes as documentation, reflection and with the accurate portraits of children as learners. This ensures future learning processes are supported.
Snow, C.E., Tabors, P.O., Nicholson, P.A. & Kurland, B.F. (1995). SHELL: Oral language and early literacy skills in kindergarten and first-grade children. Journal of Research in Childhood Education, 10(1), 37-48.
Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In D. R. Olson, & N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 112). Cambridge, New York.: Cambridge University Press.
Snow, C., & Van Hemel, S.B. (Eds.). (2008). Early childhood assessment: Why, what and how. Washington, DC: National Academies Press.