Language Acquisition Principles for ELL Students Abstract Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table. When reading the article, “Principles of instructed second Language” by Professor Rod Ellis (2008), he gives us a brief overview of eight principles that we can use to help ELL students. L2 (second language learners), must be able to adapt to the language of America. As educators we must find the correct road map to assist these students. SLA researchers are not so sure that we can help these students to achieve this goal. Professor Ellis does believe with some guidance that educators can have “provisional specification”. The first principle Professor Ellis talks about is, “instruction needs to ensure that learners develop a rich repertoire of formulaic expressions and a rule base competence.” Here is where Professor Ellis talked about the Natives who use larger number of formulaic expression more than SLA. He also went on to explain how rote learned materials were internaliz... ... middle of paper ... ...nts up to speed. ELL students do face the challenge of learning a new language while still having to learn other subject areas. We as educators must first develop reading skills for our ELL students so that they will get in the habit of reading and writing. We must also look at different avenues to increase their literacy skills. We must work on the strengths of our ELL students. When we work on what our ELL students already know then we can help build upon students learning from multiple languages. We can even have the ELL students share their native language with other students. This can help make learning interesting when they share their cultural background. Works Cited Citations Ellis, R (2008) “Principles of Instructed Second Language” Retrieved July14, 2010, from: http://www.cal.org/resources/digest/digest_pdfs/Instructed
The purpose of the study is to compare divergent teaching methods in Canada and China, and to identify which teaching approaches are effective to Chinese ELL students. The research contains pre- and post-tests, and one open-ended survey for 20 Chinese ELL students at one university in Canada.
During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
There are a lot of students being placed whose primary language is not English. Students walk into a mainstream classroom not being able to speak English. Students in this situation are call English Language Learners(ELLs). These students are not receiving appropriate language support to succeed in their language development which is causing them to not have the ability to acquire language.
Sociocultural influences on ELL students are very strong; some families feel that their social life is a major part of their culture. The use of bilingualism is someone that is fluent in two different languages. An ELL students home language can be quite different than English. The students’ family may have no desire to speak English. This cause many learning delays because of the lack of practice. The parental and community resources for English acquisition in my area are scarce, but they did locate an amazing website for ELL families. The school district around me can improve their home and school relationship by getting the families more involved in their child’s education.
English for Speakers of Other Languages (ESOL). English as a Second Language (ESL). Limited English Proficiency (LEP). English Language Learners (ELL). All of these are programs for students who did not learn English as their first language. Every day, students face many different challenges while going to school. Some struggle to grasp the concepts of math. Some struggle to manage their time wisely. Many struggle to get up in the morning. Many also struggle to fit in. But many of these struggles would be a little easier for those who have learned English as their first language. Those who did not, juggle learning English while trying to learn new concepts that are taught in English. It starts to sound like a catch 22, which is part of the
One thing I learned is the importance important of getting to know students and their cultural backgrounds. The practices used in the classroom should cater to the needs of students in the classroom. For example, I have several students who have been classified between Stage 3 and Stage 4 language acquisition. In order to serve these students effectively, I would need to know the stage they are classified at. Next, I would need to implement strategies to increase learning. The materials chosen to read in class should be interesting yet challenging for my ELL students. Knowing about my students’ background and using strategies and tools to support them is the most important lesson that I’ve learned in this course. This understanding applies to any diverse student that I may teach. Truly getting to know students and their backgrounds, as well as intentionally implementing strategies that will help benefit students’ academic growth are examples of best practices in teaching. This has been the most influential lesson learned in this class because it can be applied to every student that I will teach. I plan to implement what I’ve learned into my classroom and create an environment were all students feel safe and motivated to learn regardless of their
Metalinguistic awareness increased within the ESL students, therefore their phonics increased as well and they scored higher than some L1 students. Students who know multiple languages at an early age are proven to do better in both languages than students who only know one language.
When observing and studying ELLs, there are many advantages and disadvantages in a classroom and school for these students. In the classroom, ELL students have many individual opportunities to develop their literacy, especially in small reading groups. English learners also, are pulled aside by an ESL teacher during class hours to focus on reading and writing skills of English. According to Netten, Droop, and Verhoeven (2010), reading is “an activity which benefits from practice” (414). Many of these students struggle to become literate at a young age, but the more practice they receive the better they will become when focusing on developing literacy. Also, ELL students have an advantage when learning two languages because this makes them bilingual. The goal of bilingual education is to develop
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
School should thing about having more material for ESL students. This type of students need a lot of assistant and help because first English are not the first language and second the system of here and their hometown is different. The first year when I came to USA, I take ESL class because my English was very bad. I stay in ESL class for two years, I do not know why but after I start taking regular English. Sincerely, I didn’t learn anything from my ESL class because everything was still new for me than some teachers were tell me I was supposed to see this before. I think ESL class should be include with regular class that will not make ESL students missing class. Analysis found very important program that will increase the understanding of ESL students. For example “providing students with visuals and realia, carefully pacing speech, scaffolding difficult language, and using the home language whenever possible and feasible” (qtd. in Elfers et al).in this example, we can understand that ESL students like working with image, song, and games. The teachers can sometimes wake the subject fun for them because when a student has an image of the lesson in their head , they will never forget what they should do when it comes to homework at home because this image, or song, or game will always come back. Another research was found that the learning place is very important. Sometimes
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...
English language has been rated as one of the most important international languages nowadays. It has been found at primary levels around the world. Teaching English as a foreign language is not an easy task and need a lot of hard work, especially for young learners. However, starting earlier is not the solution for producing better English speakers. EFL teachers of young learners have to follow some strategies and techniques to understand and teach young learners better. YL Students who aged 5-12 can not spend two or three hours sitting on chairs and listening to teachers lectures as adults do. They lose interest more quickly and less able to keep motivated on tasks for long time because these students have short attention spans and are easily distracted. YL Students will be usually learning very basic material but a skillful teacher has to design creative lessons that get students attention and participation during the class, such as moving around and speaking with one another. Interacting with each other improves their communication skills and even building confidence in using the language. In addition, young learners are generally very enthusiastic at this level about songs and games. In order to encourage everyone to participate, it is important to include your sessions with different types of songs and active games to make the lessons relaxed and fun. The teacher should be able to create different activities to encourage and activate students that everyone can enjoy learning in.