Teaching Functional Skills to Students with Disabilities

Teaching Functional Skills to Students with Disabilities Teaching functional skills will look very differently depending on the age and level of   function of the students.   With young students with disabilities, it is really a matter of creating structure for acquiring those skills not that long after their typical peers.   Still, success in those skills are a mile marker those students need to put behind.   In many cases parents over function for their children with disabilities, and it is often left to the special educator to encourage and coach the parent through self dressing, tooth brushing and the other skills required for independence.   For older students with more significant disabilities, it is incumbent on their teachers to address those functional needs in the present levels of their IEP’s and create programs that lead to success in the functional areas.   These are unquestionably essential for helping students with disabilities reach their full potential, for if they can’t care for their own teeth or dress themselves, they will be unable to live in a supervised group situation that will offer them the possibility of employment and their own highest level of independence. Functional Skills These skills are skills our students need to master before they can truly develop independence: Self Care DressingTooth BrushingWashing   HandsEating with UtensilsBathing Housekeeping Skills Washing tablesLoading the DishwasherMaking the BedElements of a Program to Successfully Address Functional Skills Task Analysis: Breaking it Down Applied Behavior Analysis talks about the â€Å"topography† of behaviors, and there is nowhere the need is clearer than in teaching functional skills.   A task analysis will be the foundation of your data collection and even the way you define success in your student’s IEP.  Ã‚   It is essential not only that you describe each discrete step in the process, but that you do it in a way that is clear to anyone, i.e. aides, substitutes, substitute aides, and parents can clearly understand.   It is also important to also understand the student:   do they have good receptive language?   Will they respond to modeling or will they need hand over hand prompting?   Have you chosen vocabulary to describe the tasks that you can make part of a simple visual or picture prompting system?   Sample:   Pencil Sharpening You will find task analyses attached to the articles about these skills.   For our purposes, I will make a simple task analysis for a skill they will want in the classroom. Then the student identifies that his/her pencil needs sharpening, he/she will:   Raise hand and request trip to the sharpenerWalk quietly to the sharpener.Insert pencil in the correct opening.Push the pencil in, until the red light on top lights.Remove the pencil.Look at the point.   Is it sharp enough?  If yes, return quietly to seat.   If no, repeat steps 3, 4, and 5.   Teach Each Part of the Task There are three ways to teach functional multi-step skills:   Forward, backward and whole skill chaining.   This is the one place your knowledge of your student will be critical.  Ã‚   Using either forward or backward chaining, your goal needs to be sure the student feels successful at each step he or she masters.   For some students, backward chaining is the best, especially when preparing food, because that step leads immediately to the reinforcement: the pancake, or the grilled cheese sandwich.  Ã‚   For some students, you will be able to prompt each step verbally, or with pictures (see social stories!) and they may be able to master all the steps without the visual prompts after only a few probes (or grilled cheese sandwiches!)  Ã‚  Ã‚   Other students will benefit from completing each step as they learn it, and then prompting or modeling the subsequent steps.   This is a great way to teach a skill to students who may have great receptive language, but may have some difficulty with executive function, especially when it comes to remembering multi-stepped activities. Assessment As a special educator, you want to be sure that you have evidence that you have met the goal that should accompany the need expressed in the Present Levels.   A well written task analysis will provide a great platform for assessing student success.   Be sure that you have operationalized each step so anyone observing the student would check off the same items (inter-observer reliability.)

Biography of Elizabeth Vargas, ABC News Journalist

Biography of Elizabeth Vargas, ABC News Journalist In January 2006, Elizabeth Vargas (born September 6, 1962), a respected 20-year broadcast journalist, began as co-anchor of ABCs World News Tonight, with correspondent Bob Woodruff, who was injured in Iraq later that month. Fast Facts: Elizabeth Vargas Known For: A respected decades-long career as a broadcast journalist, namely as co-anchor of ABCs World News Tonight and 20/20.Born: September 6, 1962, in Paterson, NJSpouse: Singer Mark Cohn (m. 1999-2014)Children:   Zachary Raphael Cohn,  Samuel Wyatt CohnEducation: Overseas schooling for military children. 1980 graduate, Heidelberg American High School in  Germany. BA in Journalism,  University of Missouri.Notable Quote: You do not get into this business if youre interested in a 40-hour workweek, and want to be home for dinner every night. You wont make it in network news. You really need to love it. Its an enormous commitment. In May 2006, expecting her second child, Vargas resigned from World News Tonight and was named co-anchor of ABCs 20/20 newsmagazine. Industry whispers were that she wanted to return to World News Tonight after her childs birth, but ABC brass replaced her with news veteran Charles Gibson. While news veteran Vargas has logged hundreds of hours of international, political and hard-news reporting, her expertise and top interests lie in the social and religious issues that intrigue Americans today. Although conservative Newsbusters (combating liberal media bias) has accused her of a liberal bias, she is regarded as a fair reporter who provides in-depth, balanced examinations of the facts. Elizabeth Vargas Early Career Years Saturday anchor/reporter at KOMU-TV, an NBC affiliate owned by University of MissouriReporter at KTVN-TV, the CBS affiliate in Reno, NVLead reporter, 1986-89, KTVK-TV, the ABC affiliate in Phoenix, AZReporter/anchor, 1989-93, WBBM-TV, the CBS affiliate in Chicago, IL Elizabeth Vargas at NBC and ABC NBCs Today Show, 1993-96, substitute news anchor/co-hostDateline NBC, 1993-96, correspondentABCs Good Morning America, 1996-97, news anchorABCs 20/20 news program, 1997-2004, correspondent; co-anchor, 2004ABCs 20/20 Downtown, 1999-2002, hostABCs World News Tonight, 2005 - 2006ABCs 20/20, co-anchor [Won an Emmy in 1999 for coverage of the Elian Gonzalez story. Vargas Stories and One-Hour Specials at ABC Specials include Surrogacy, Same-Sex Marriage, and a new look at a New Mexico drunk-driving caseOne controversial 2003 special was based on bestseller The DaVinci Code. Another was her 2004 Matthew Shepard murder story on 20/20, which reported that the murder may not have been a gay hate crime. Some dubbed her a lying homophobe for her reporting.Stories on many issues, including breast cancer research, PETAs war against fur-wearing, and the 1999 Yosemite National Park murders. The Elizabeth Vargas Persona On-air and off, Elizabeth Vargas exudes calm, thoughtful authority. Shes also a driven perfectionist who dedicates herself to pursuing the story. Vargas doesnt hesitate to ruffle feathers of the viewing public, despite her soothing demeanor and seeming go-along attitude. ABC news brass touted her as creative and one of the most flexible talents. Interesting Personal Notes Elizabeth Vargas led a colorful dating life prior to marriage. She was romantically linked in the 1990s to actor Michael Douglas, who reportedly ended the relationship when he began dating New York Times columnist Maureen Dowd. And per a biography of baseball legend Joe DiMaggio, before his 1999 death, Joltin Joe developed a crush on Vargas after meeting her aboard a cruise. Vargas was introduced to her Grammy-winning husband Marc Cohn by tennis star Andre Agassi (they divorced in 2014). Memorable Quotes I think theres nothing better in the world than a spirited discussion about the Bible and Jesus and God and the Catholic faith, or the Jewish faith, or the Muslim faith - any religion. You do not get into this business if youre interested in a 40-hour workweek, and want to be home for dinner every night. You wont make it in network news. You really need to love it. Its an enormous commitment. My husband is Jewish, my baby son has been baptized a Catholic but were going to expose him to Judaism as well. My family is already a melting pot: Ive got devoutly traditional Catholic parents, I was married by a priest and a rabbi. To do that, you have to be flexible in the way you apply your religion in your life. You cant be so dogmatic about my way or the highway. Speaking of an ABC program she produced about two other women who disappeared at the same time as Laci Peterson, the attractive, pregnant Caucasian woman who was killed by her husband in 2003, One of the other women was black, and the other was Hispanic. The Hispanic woman was not only pregnant, she with her her five-year-old son. But theres no search party going on for them, no media attention, even though they disappeared in the shadow of Laci Peterson. I was really proud of that special...proud that I was able to give these other women their story.

Sports Essay Example | Topics and Well Written Essays - 750 words - 1

Sports - Essay Example In his Sport: A Cultural History, Richard Mandell leads the reader through the history of sports and really gets at the core of what makes sports such a quintessentially human activity and enterprise. For the Greeks, for example, sports were a time for ritual and pageantry. They set their calendars according to the various sporting events that they loved so much. Sports and sporting events were inherently tied to religious practice and offerings to the gods would be made at the various Olympic games. Indeed, the Olympics began as a way of honouring the important gods whom the Greeks loved so much. Athletes were worshipped as paragons of physical beauty and power and their deeds were written about in epic poems. Indeed, some athletes were even seen as human gods and were worshipped by their followers. There was of course an additional element to the athletic prowess, as Mandell clearly indicates in his fine book: Athletic talent, potential or proved, was a precious commodity in the economic and political commerce of Greece. Established or promising athletes were therefore worth nurturing. The superior athlete, then, functioned in a quasi-sacred atmosphere, his performances ritualistically arranged and reverentially viewed. The awesome semi-divine status given the victor . . . has never been equalled subsequently. (53) Mandell's book was written in 1984, before the rise of celebrity cult that surrounds many athletes today. Just as in the ancient world a cult would develop around a god or a goddess, so today many athletes have thousands of fans. In the past, gods and saints would have icons-today fans cover themselves in logos and put posters on the wall. There are a lot of similarities between gods and athletes in today's contemporary world. So while athletes such as David Beckham and Alex Rodriguez may not literally be considered divine in today's world, they certainly do occupy a position of significant power and fame-more so than nearly anyone else on the planet. They are often involved with beautiful women, fast cars, and advertising campaigns. They make tens of millions of dollars and can do virtually anything they like. Indeed, it is fair to say that in today's world the culture of sports celebrity has never been so vibrant. We truly live in unique times. In the 20th century sports have been about celebrity, but they have also been about politics too. This is another important point made by Mandell in his book. He compares the rivalries between Communist countries and capitalist countries throughout the last one hundred years. He shows how much governments and people invested in their athletes as representatives of their political ideologies and their nationalist hopes. Sports was in a way an extension of war by other means. The Soviet Union especially is an interesting case study in the subject. Mandell writes: There was no indigenous sports tradition acceptable for the vast empire of many cultures, so the Soviets adopted all those sports that since 1896 had been steadily integrated into the Olympic program. The thorough recruiting of potential stars, the scientific investigation of principles of movement and performance, the refinement of apparatus and training that had characterized American and then Japanese and Nazi sport were pushed much further. Fitness exercises were introduced at all levels of education and even on the job. (265) Sports for the Soviets were politics. Sports were international prestige and a

Wider Professional Practice Essay Example | Topics and Well Written Essays - 2500 words

Wider Professional Practice - Essay Example LLS refers to relevant social and political reforms and national policies while devising its own guidelines and procedures. As the sector that exists to support and deliver lifelong learning, government policy in a range of areas plays a considerable role in influencing the future development and the demand for skills within the LLS workforce. One of the most important government green papers that it refers to is Every Child Matters (ECM). Every Child Matters is a reform that has reshaped the overall behaviour in Britain towards child welfare, care and education. Where the lifelong learning sector intends to introduce education from the grass roots level, it adheres strongly to the ECM policy structure. As ECM covers various aspects of child welfare and care relating to health, safety, enjoyment, achievement, positive contribution in society and achievement of economic well being, it relates closely to LLS since lifelong learning is an attempt at achieving a better quality of life (Francis and Gould, 2012). However, this correlation gives rise to a need to evaluate if ECM provides an effective framework for institutions and professionals in LLS to follow and also if the LLS framework and policies of institutions working for and within LLS actually adhere to the framework devised by ECM. LLS practice is strongly governed by a Professional Code of Conduct that was introduced by IfL as guidelines for teachers working in LLS (Francis and Gould, 2012). This Professional Code of Conduct ensures that teachers working within the LLS must provide personalised care to children and young people, be alert to signs and symptoms that children may be at risk of harm and expedient in reporting them. It is important to note that educational institutions where special or vulnerable children are being tutored, reforms introduced by LLS have played a major role ensuring children’s

Information & Operations Management Essay Example | Topics and Well Written Essays - 2000 words - 1

Information & Operations Management - Essay Example Thus, sustainability is concerned with the management of the total business impact of an organization on its stakeholders, the society which it operates and its surrounding environment. The main issue that this paper tends to look at is why the organization in question adopts either an economic, environmental or social sustainability. From the report, there are five drivers that lead to the initiative of sustainability for the organization. They include reduction on costs, protecting and enhancing the reputation of the organization, pressure from the stakeholders, government regulation and commitment of the top executives. The organization in question is Ford of Britain which is a subsidiary of ford motor company. It operates in three manufacturing sites in United Kingdom. It is one of UK’s best car sellers for thirty four years and commercial vehicle brand for forty five years. The sustainability initiative in place for this organization is the environmental sustainability. This would ensure that the organization is able to ensure that the environmental surrounding of the individuals living near their manufacturing industries or their consumers is taken into consideration. This reduces the instance of environmental pollution reducing the ailments that might result from environmental pollution. This pillar involves the organization providing safe and efficient transport services in terms of the environmental contribution. This is considering that the organization is a car manufacturer thus they have to incorporate the use of environmental appropriate fuels that prevent the vehicles form emitting fumes that could endanger the respiratory system of their customers. The organization would go a long way in reducing the carbon footprint. The sustainability requirements that their customers pose to them by their customers should

Bombardier Transportation & the Adtranz Acquisition Essay Example for Free

Bombardier Transportation the Adtranz Acquisition Essay Bombardier had evolved from its humble beginnings as a snowmobile manufacturer based in Joseph-Arman an Bombardier’s garage to a global business in which it’s once core recreational products were over shadowed, on a revenue basis at least, by its offerings in transportation, aerospace, and capital. In every segment in which the company operated it was either number 1 or 2 globally. This was not the case for the Transportation group (BT) in Europe, where in 2001 it sat in fourth place behind Alstom, Siemens and Adtranz (AT). However, the AT acquisition presented the opportunity to vault BT to the forefront of the industry. At a price tag of US$715 million (23% of AT’s 2000 revenue) AT was a bargain and an opportunity worth considering for several reasons: Revenue Growth : Unlike all other Bombardier businesses, BT’s revenue was counter-cyclical so growth in the sector would provide better balance to its overall revenue (Figure C1 in Appendix C).With the addition of AT, BT’s annual rail-related revenue could grow to US$7.6 billion in 2001 (up from US$2.2 billion in 2000) with a backlog of US$14.5 billion. 1 While BT was a low margin business it was a cash generator that helped to finance other Bombardier businesses. Geographic Expansion : AT had a presence in a broader range of European markets and the region was viewed as the center of technological development. Asia and South America utilized European engineering and practices so AT provided BT better access to future markets. Completion of Product Portfolio : BT lacked propulsion system and train controls competence. This had been mitigated by outsourcing to competitors and suppliers; however it was a competitive weakness as was exemplified by AT’s exclusion from a key deal in the UK in 2000. AT excelled in these areas, and provided immediate cost synergies and long term strategic strength. Naturally the acquisition was not without its downside. There were many aspects of the deal that warranted consideration: Acquisition Size: While BT had a successfully track record of acquisitions it had never integrated a company of AT’s size. Based on 2000 figures, AT had nearly 40% more employees, just under 50%more in sales, and operated in 60 locales. The differing company structures were also of concern. Financial Performance: AT posted net losses going back 4 years in spite of restructurings. Even at a bargain purchase price, an unsuccessful integration could threaten BT’s income and cash flow. Due Diligence: AT was understandably reticent to let a competitor gain full access to its â€Å"books† should the deal not complete, so BT’s diligence process was not comprehensive. Furthermore BT’s European management had not participated in the deal; only amplifying the potential risks. Customer Loss: The acquisition could trigger the loss of customers or new contracts. Additionally, AT had earned a reputation for poor production and servicing that competitors could exploit. A comprehensive plan would be required to realize the projected synergies, tackle the above noted concerns, and should the deal clear anticipate and address regulator stipulations.

Contrastive analysis

Contrastive analysis Contrastive analysis(CA) is a method to distinguish between what are needed and not needed to learn by the target language(TL) learner by evaluating languages (M.Gass Selinker, 2008). In addition, CA is a technique to identify whether two languages have something in common, which assess both similarities and differences in languages, conforming to the belief in language universals. (Johnson, 1999). Both statements indicate that CA holds a principle which is important in order to identify what are required by the TL learner to learn in TL and what are not. If there is no familiar characteristic in the languages, it indicates that the learner might have difficulty in learning the TL. While much could be said about comparing languages, a more important aspect is about the influence from TL in first language (L1). â€Å"Contrastive analysis stresses the influence of the mother tongue in learning a second language in phonological, morphological, lexical and syntactic levels. It holds that second language would be affected by first language† (Jie, 2008, p. 36). On the same score, Wardhaugh asserts that first language of TA learners can clarify all â€Å"errors† that are constantly made them. These arguments prove that the errors make by the TL learner are explainable in the L1. Indeed, this idea is conformed to the rule of CA, which believes in language universal. However, this analysis has disadvantages. In Susan M. Gass and Larry Selinker words, they believe that this analysis is questioned because of the concept of difficulty as the basic theory of the CA is concerning the difficultness. If an error is made by a person, this shows that the person has a problem in some area, not because of the native language. Thus, we cannot presume that fluency of a target language learner is depending on the nature of L1. There are more aspects that related to this matter. â€Å"There are other factors that may influence the process of acquisition such as innate principle of language, attitude, motivation, aptitude, age, other languages known†¦Ã¢â‚¬  (M.Gass Selinker, 2008). Next, CA cannot detect some difficulties experienced by the TL learners. For example, â€Å"Je vois les/elle/la/le† . â€Å"I see them/her/her/him† (this phrase is impossible in French) (Choi, 2009). Error analysis (EA) is â€Å"a type of linguistic analysis that focuses on the errors learners make† (M.Gass Selinker, 2008). This analysis is almost the same with the weak version of CA which is comparing the errors which made by TL learners. However, EA is not evaluating the errors with TL native language (NL), but it compares with the TL. â€Å" Error analysis provides a broader range of possible explanations than contrastive analysis for researchers/teachers to use account for errors, as the latter only attributed errors to the native language† (M.Gass Selinker, 2008). I do agree with Gass and Selinker because as Corder (1967) says that by producing errors, it shows that the learners are progressing and participating. This statement is supported by the interlanguage theory, as according to Christina Gitsaki; â€Å"†¦interlanguage is seen as a kind of interim grammar gradually progressing towards the target language grammar† There are two categories of sources of errors which are interlingual and intralingual. Interlingual errors are kind of errors produced because of influence of the NL. Intralingual error happens when learners try to make a new rule for the target language. Example of interlingual error is, the word â€Å"rumah-rumah† in Malay Language can be said in English as â€Å"houses†. However, the learners would say as â€Å"house-house†. The TL learners mixed the lexical from the NL with the TL. Example of intralingual error is the word â€Å"telah† in Malay Language represents â€Å"was/were/had† in English. That is no doubt that a Malay learner would construct a sentence like this, â€Å"She were playing badminton† (wrong) â€Å"Dia telah bermain badminton† â€Å"She was playing badminton† (correct) The first sentence happens because there is no past tense marker in Malay language. So it becomes a problem for Malay learners since the TL and NL share different tenses. EA gives an important role because it makes the errors not as unwanted but as guidance to assess how the learners progress in TL. It also detects lots of errors, more than CA does. EA also recognizes the learners acknowledgement of language system. Besides, it also can categorized errors made by learners according to a system. However, EA is totally depends on errors made by learners. It is also cannot explain about what are classified as errors and non errors. In addition, EA as a mode of inquiry was limited in its scope and concentrated on what learners did wrong rather than on what made them successful (Larsen-Freeman, 1991). This shows that EA cannot cover lots of aspects since it is bounded by its range and errors are temptation for error analyzer. Statements a) There may be covert errors, A classic example from Corder (1981) is the German speaker who says â€Å"You must not take off your hat† when the intent is â€Å"You dont have to take off your hat†. In what sense is this error? In what sense it is not? According to Joachim Wagner (2007), James (1998) uses the term covert error to describe a genuine language error which results in a sentence which is syntactically well-formed under some interpretation different from the intended one. This means that there is no wrong about a dubious sentence but the understanding by both speaker and receiver are important. The statement â€Å"You must not take off your hat† is not wrong in the sense of German speaker but in English, the choice of the word or modal verb is wrong. The modal verb â€Å"must not† is not appropriate in this context. That modal verb means to prohibit or disallow the action of taking off the hat. The German speaker, literally, wants to say that the person does not have to take off his hat. However, instead of trying to convey a positive transfer sentence, the German speaker makes a negative transfer sentence. According to Jie (2008): â€Å"In the course of language learning, L1 learning habits will be transferred into L2 learning habits. Therefore, in the case of L1 transfer into L2, if structures in the MT have their corresponding structures in the TL and L1 habits can be successfully used in the L2, learners would transfer similar properties successfully and that would result in positive transfer. Contrastingly, in the case of negative transfer or interference, certain elements of the MT have no corresponding counterparts in the TL, L1 habits would cause errors in the L2, and learners would transfer inappropriate properties of L1† In other words, the German speaker forms a sentence in English, which has the same properties with the German language but unfortunately, the sentence is wrong in the sense of CA. Error in this statement can be referred to the L1 speaker. In Robert Lados words (1957:p.2): â€Å"The ‘fundamental assumption is transfer; ‘individuals tend to transfer the forms and meanings, and the distribution of forms and meanings of their native language and culture to the foreign language and culture†. I agree with Robert Lado since the German speaker tends to use direct translation if both languages properties are same to make a complete sentence. In this context, both German Language and English have the same grammatical order. For example, in German Language and English, the word order is subject + verb + other elements sentences. 1. er schlagt mir. (Subject) (Verb) (Other element) 2. He beats me. (Subject) (Verb) (Other element) Because of the structure similarity between German language and English, there is no syntax problem. Though, in the context of lexicon, the German speaker seems to confuse because in German language, there is no auxiliary verb â€Å"do†. German language only has â€Å"must† and the German speaker uses â€Å"must† as the word is quite similar to â€Å"do†, in his or her judgment. This error also happens to a Malay leaner. In Malay language, â€Å"tidak† is represented by â€Å"is not† and â€Å"do not†. For example, in Malay, the sentence, 1.â€Å"Dia tidak sempurna† (Subject) (Negation) (Predicate) Is written in English as 2.â€Å"He is not perfect† (Subject) (Negation) (Predicate) However, because of there are two negations that represent the word â€Å"tidak†, there is no doubt the sentence below, will be produced by Malay learners. 3. â€Å"He does not perfect† (Subject) (Negation) (Predicate) The first statement is logical but the second statement shows that errors and transferred inappropriate properties those made by TL learners because of the differences between the L1 and the TL. Clearly, the German speaker is struggling in choosing the right vocabulary although the error does not give an obvious picture of the difficulty. This is because, in his or her point of view, the usage of â€Å"must not† is correct even though the sentence has covert error. However, this justification cannot measure the degree of difficulty that the German speaker has. We cannot say that the German speaker is weak in English and not progressing. This error shows that the German speaker is in the process of improving his or her target language. From EA point of view, the German speaker made an intralingual error. The German speaker made an error in his or her sentence because of native language influence. He or she over generalizes the function of modal verb to make this sentence. Overgeneralization means â€Å"The introduction of a nonstandard or previously non-existent spelling or verb form when a speaker or writer makes an analogy to a regular spelling or a regular verb† (Wheeler, 2009) â€Å"You do not have to take off your hat†(correct sentence) â€Å"You must not take off your hat†(Over generalize the modal verb function) The German speaker believes that the statement is grammatically correct. The German speaker tries to simplify his or her task by employing this rule. He or she makes his or her own analogy by taking words that do not carry contrast for him or her. However, due to cross linguistic action, the modal verb being used is wrong, in terms of its function. In addition, this speaker seems that he or she does not master the function of the modal verb although the sentence is correct, literally. Besides, the German speaker does not know the correct modal verb in English to carry his or her intentional meaning. As a result, an ambiguous sentence has come out although the German speaker intention is to give suggestion. This also happens to Spanish learners. They would say 1. â€Å"He went to the market and buy a chicken† instead of 2. â€Å"He went to the market and bought a chicken†. They choose wrong tense and alter the word meaning. b. It might be more appropriate to talk about TL-behaviour. The fact that a learner has produced a correct form/sentence in a language does not necessarily mean that it is right. Target language like behavior from the grammatical point of view is happen when target language learners construct a sentence or a phrase because they have learnt the target language grammatical rules. However, the construction of sentence might or might not correct. As example, Malay learners would create a sentence like this â€Å"I eated the fruit† instead of â€Å"I ate the fruit†. From CA point of view, this error occurs because past tense is a new category for Malay learners. Although, the learners seem alert with the past tense rule which is -ed and subject verb agreement but they forget about past irregular form. They think that they have mastered the rules but they forgot about irregular verb rule. However, CA does not explain about the difficulty from the target language point of view. CA cannot give the correct degree of difficulty. Moreover, from the speakers perspective, they might think that the sentence is no wrong even with the covert error. So, we cannot say that the speakers are having difficulty to understand the rule since they can produce a correct form of sentence but with covert error. On the other hand, from error analysis point of view, a sentence like â€Å"You must not take off your hat† evens the intention of the speaker is â€Å"You do not have to take off your hat† is correct. The structure of the sentence is correct and there is no mistake produces. However, the meaning of the sentence is distorted. This is because, error analysis is totally depends on errors but not the usage of the sentence. Though, to the speaker perspective, this is a correct sentence since there is no grammatical mistake. On the other hand, the solidness of the first sentence makes the EA is useless to explain this sentence. So, even the sentence is wrong according to CAH, but it is consider as correct to EA. C.It is not always possible to provide a single explanation for interlanguage data. Interlanguage is the way the learner develops the target language knowledge. This term was produced by Selinker (1972) â€Å" Interlanguage refers to the structured system which learner constructs at any given stage in the development†. There are strategies apply by the learners to progress in target language such as transfer. Transfer is â€Å"Influence resulting from the similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired (Ellis, 1997). Interlanguage is systematic and dynamic. Interlanguage is systematic because the rules are efficiently selected by the learners and the way the TL learners acquired TL is the same with native speaker acquires NL. Interlanguage is dynamic because the learners interlanguage is continuously shifting. The learners tend to make new rules in one context and so on. In addition, this process form the approach to study the way the target language acquires by the learner. Though, this strategy does not apply to the target language learner alone, they also depict the way the children learn their native language. For example, an English child might come out with non-English like sentence. English Like Non-English Like She came yesterday. She comed yesterday This happens because the children generalize the rules. It is possible to say that the children already acquired the rule of tenses but they failed to apply them in certain circumstances. This also happens to the target language learners. For example, problem in pluralizing word. English Like Non-English Like Singular-mouse Plural-mice Singular-mouse Plural-mouses The word â€Å"mice† is always forgotten as plural form of a mouse. Instead of saying â€Å"mice†, the target language learners who apply interlanguage generalization strategy would say â€Å"mouses†. This might occur because of L1 interference. For instance, in Malay Language, the word â€Å"mouse† is â€Å"tikus†. However, there is no such word as â€Å"mice† in Malay language. So, Malay learners would go for â€Å"mouses† instead of â€Å"mice†. From CA perspective, these examples show that the learners have difficulties in pluralizing because of differences between the L1 and the TL. However, the first example proves that the NL speaker can make the same mistake as the TL learners. CA can be used to analyze the second example but it is not valid for the first example. In addition, from EA point of view, the learners would find that they make errors. On the other hand, EA still does not give the correct view of learners linguistic behavior. The first example explains that errors made by NL speaker. This is because the child overused the rule of past tense. EA can help the child to progress in leaning the NL by classifying the errors. However, there is no clear path to understand about the child linguistic behavior because the child already knew the rule of regular verb tense but not irregular verb tense. The second example happens because of cross linguistic error. The learners have knowledge in plural rule but due to difference between languages and NL interference, the rule is generalized and error occurs. Conclusion As conclusion, both CAH and EA have their own strength and weaknesses. The analysis of the sentence is important in order to detect error or to notify the progress of the second language learners. However, CAH and EA cannot work alone. For the sake of the language learners, these analyses should be worked hand in hand in order to improve the quality of the target language learners.