The Use of Contextualization as a Method in Teaching Spelling for Students

Introduction

Learning the national language is one of the most admirable characteristics of being a citizen of one country. Language is where the people can communicate well and it is also where the people can learn different things. Aside from the speaking and listening from different languages, the learning can be also in a form of writing. Most of the learning capabilities of the students are divided into two; the first one can accommodate the knowledge through listening while the other one can gain the knowledge through writing and reading. These two types of learning strategies of the students are also under the different challenges in learning. The student that usually listens can recognize different hearing deficiencies probably because of the environment. The hearing capacity of the student might be tested from the different barriers available in his surroundings. On the other hand, the writing proficiency of the latter is also affected by various problems such as astigmatism, dyslexia, or the poor foundation of his use of grammar and spelling. This is one of the major problem among the teachers, the poor spelling of the students which in truth doesn’t only affect the learners in written notes but also the students who usually. This can be happen if the student heard something that is confusing into his mind, such as the same pronunciation of the word, but actually differs in spelling and as well in meaning. In the competitive world of the education, the students are the only people that are competing to achieve the quality of education. And with the aid of the educators, different techniques are being applied in different pedagogical context.

Literature Review

The contextualized language instruction is based on the teaching writing, grammar, and editing during the agenda for the activity day. The connection between current practice and the culture is emerging from text, and using the different illustration can be more helpful for the students to create or construct a sentence on their own. The teachers have more responsibility in guiding the students prior to the language used in the context and this can allow the teacher to provide the connection in learning objectives and their students. Through the use of demonstration, literacy can be formulated and be taught in contextualized ways. The positive attitudes of the students in the classroom and their cooperation in different routines are the few results in enriching the language or their vocabulary (Torres-Guzman, 2000).

Teachers understand that the primary schools in al ages have the difficulties in incorporate the learning with the spellings. Most of the children cannot predict the way of the sounds of each of the word. And by that, the difficulty continues with the spellings and the words and sometimes leads to the difficulties in composing the words. Different learning schemes are applied that makes the children to be more aware of the positive effects on the growth of their vocabulary (Barnes, 2006). In addition, the applied scheme such as the contextual-based method made the teachers be more aware in the learning the other difficulties in spelling. The teachers’ knowledge is also tested in the method that provides the broad understanding on different constraints and problems in learning the spelling.

Methodology, Sample Size and Description

The applied methodology in the study is the use of the interviews, which is the first part of the method, among the teachers that are qualified in using the different strategies in the teaching different spellings to their students. The data are taken from the participants such as their age, gender, position in schools, and the number of years in practice. Through the use of the interviews, the teachers are asked about the different strategies they apply in teaching the different spelling. The second applied method in the study is the use of the observation which the teachers are asked to incorporate the contextualized method in teaching the students of the different spellings. This serves as the key for the study to determine the level of approach of the teachers in the method and impact that it might brought to change the education.

Conclusion

There should be a systematic teaching about the contextualized teaching method and should be start in the primary schools. Teaching based on the context gained additional advantage for it specifically promotes the spelling and language development in the classroom. The development and growth of the students is supported by the ongoing instruction of the teachers. In the collective knowledge based on the contextualized method, the strength can be continuous and the willingness of the teacher to dedicate most of their time in building the strong student-teacher relationship. There are other new methods that can be recognized for over the years and all of them are for the aim in meeting the objectives of learning.

Works Cited:

Barnes, A., 2006. Why Morphemes are Useful in Primary School Literacy [Online] Available at: http://www.tlrp.org/pub/documents/no14_nunes.pdf [Accessed 26 Feb 2010].

Torres-Guzman, M., 2000. A Brief Description of PS165, Second Report [Online] Available at: http://www.alliance.brown.edu/dnd/DnD_Reports/PS165_Report_1999-2000.pdf [Accessed 26 Feb 2010].