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Comprehension skills of children learning English as an additional language

Comprehension skills are important because even children before they start reading have language comprehension that allow them to communicate orally through experiences, and when they learn to read, the y have access to written code a completely different skill.
According to Cameron (2004) “many children who arelearning English as an additional language (EAL) experience significantly lower levels of English vocabulary knowledge relative to their monolingual English-speaking peers.”
Children learning a second language have difficulties with the vocabulary and issues that are related with it like the phonic and pronunciation skills, in contrast with those monolingual children whose language is English, eventhe scores in comprehension is lower than the scores of monolingual children.
Burgoyne (2009) states that the results of this research are that vocabulary plays an important role when it comes about learning a second language, but when children are learning an additional language as Burgoyne cites “vocabulary is a key role, but the results of the study demonstrates that when they are learning aanew language, they lack of comprehension, and therefore they do not develop writing and speaking skills, as they did in their mother tongue.
However a solution would be an increasement in vocabulary that is going to help students to develop their skills as they did in their first language, learning vocabulary would help them to communicate orally, and later develop the other comprehension skills.An experiment on supporting children’s English vocabulary
Y. Sun and Q. Dong (2004) state that when children are learning a second language tend to guess the meaning of new words, they recommend an alternative to learn a second language to have lists with new vocabulary, this alternative would require the use of pair association, which is the action of associating an emotion with an idea or anobject.
“it is argued that inferring the solution to a problem leads one to invest greater mental effort in the task when being given the solution directly and that words learned in context may layer be recalled and used more successfully than words attained in a pair associate” (Y. Sun and Q. Dong, 2004)
Y. Sun and Q. Dong (2004) says that knowing the meaning of a word in a context encourageslearners to start developing some strategies such as anticipation and inference.
Recent studies state that children learning a second language that live in a new environment and is exposed to watch television with or without subtitles, read or just listen and have an improvement in retention words. Neuman and Koskinen (1992), when it comes about children learning a L2 there are some difficulties.According to Y. Sun and Q. Dong (2004), the first difficulty is the first language input, it says that at the beginning, children may not understand the new input because it is different form L1. The second difficulty is to learn the pronunciation of a new word and the third difficulty is that new learners do not pay attention on critical issues of the context.
First and second languageknowledge in the language classroom
Language teachers in communicative tradition avoid the use of the first language in class or just use a little bit of it.
Cook (2001) states that the use of the first language can have different benefits in the learning process of acquiring a second language, in fact this study suggests that learners and students would have the opportunity to talk about thecharacteristics of the languages they are studying. The results of this study make researchers believe that a cross-linguistic approach can be applied to teach different languages. Cross-linguistic awareness can be also take it as a type of metalinguistic awareness and this one helps children who are learning a second language to understand it more easily.
Children’s characteristics in vocabulary...