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My first teaching practice experience was insightful and overwhelming. I had the opportunity to follow a linguistically diverse classroom at Rygårds International School. The majority of the class have English as an additional language (EAL). Out of twenty-four students, only five of them are native English speakers. I was intrigued at the beginning with how the teacher teaches English as a subject, considering the levels of language proficiency of the class being so diverse. As such, I decided to follow, for the six weeks of my stay at the school placement, the English language learning of the pupils. I decided to identify the English language teaching strategies of my mentor teacher and how the linguistically diverse classroom kept up with learning the English curriculum. I observed that the school also has English as an additional language (EAL) and special needs classes for learners who are less competent with the English language. This synopsis, however, will focus on the English language teaching in the mainstream classroom. This paper will tackle the linguistic component of Communicative Language Teaching (CLT).Research QuestionThis paper will investigate what does teaching linguistic competences comprise of in regards to a linguistically diverse classroom, such as the one observed during the international school placement. Moreover, this analysis aims to find out the language tasks given to the learners to advance, expedite, and enhance their linguistic skills such as grammar, phonemes, and morphemes (Chomsky 2005). Additionally, this paper will also showcase the writer’s understanding of how to teach linguistic competence under the umbrella of communicative language competence in a classroom where all the learners came from different language backgrounds with different levels of proficiency. This analysis will also answer why understanding communicative competence is beneficial and practical for a student teacher (Færch et al., 1984, Nunan, 2014). It is also suggested towards the end, the writer’s reflection on the topic.Presentation of theoryThe concept of teaching grammar or linguistics under the umbrella of communicative language teaching (CLT) has been around since the 1970’s and has been one of the major drivers in shifting the paradigm of teaching and learning process (Leung, 2010). Nowadays, grammar or language teaching takes a more complex learning process and teaching task due to new understandings (Nunan, 2014). Gone are the days were grammatical rules requires memorization, repetition, or automation. Nonetheless, teaching linguistics has become a productive approach for creating meaning, language conventions, or contextualisation (Nunan, 2014). Chomsky argues that ; “linguistic theory is concerned primarily with an ideal speaker-listener, in a completely homogeneous speech-community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitations, distractions, shifts of attention and interests, and errors (random or characteristic) in applying his knowledge of the language in actual performance.” ( 1965, p. 4). On the other hand, this paper will challenge this linguistic theory of Chomsky into the account of heterogeneous speech-community, learns one language without the condition of memorization. Language theoryLinguistic ability is an essential component of communicative competence as a goal of CLT (Leung, 2010). It is the knowledge of grammatical, lexical and phonological items for building sentences (Nunan, 2014). However, linguistically competent does not imply mastering all the linguistic rules before moving on to another communicative competence. Learning the language while using to do things and submersion on the language environment rather than memorizing the grammar rules and lexis is how language learning has been taught during the teaching practice (Richards, 2006). The language lessons of the class followed have strategically placed linguistic learning in three sessions a week. These are, spelling two times a week and another lesson in the middle of the week that serve as the foundation class for English language morphemes, spelling, and grammar.  During those first weeks of internship, the teacher was working on the “use of effective strategies to tackle segmenting, unfamiliar words to spell, using analogy, applying known spelling rules, visual memory and mnemonics” contained in  the key stage 2 of Cambridge curriculum (2017). It can be noted that only one lesson was allotted to learn and expose the linguistically diverse classroom to new grammar rules and the remaining nine English lessons were used to obtain or further understand curriculum points, such as spelling, comprehension, reading, writing, pronunciation and applying cognitive thinking. For example, the class have spelling pre-test at the beginning of the week, in order to let the learners be aware of the vocabulary and it’s meaning. Part of the pre-test is an activity sheet where they can look for the spelling of the word, write it without looking, and then write and pronounce the lexis.  The learners have some other lessons where they can apply the new vocabulary and then,  another spelling test on Fridays where the restrictions are more rigid. There must be no copying, no talking, only listening and writing before and after the spelling test. They just need to listen to the teacher in pronouncing the words and write them down. The class also checks their own work after and the score is written down as a report to the learner’s parents or guardians.  Majority of the learners are able to demonstrate above average scores and are happy with the challenge.

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