English Language Learners: Relationship Between Literature and English Language

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Relevancy of the Program Review The topic of my research is to find out why English Language Learners (ELLs) have struggle throughout most of their education with literature, language and shows that the two are closely related. This close relationship is obvious because from all indications, literature presupposes language. It is inconceivable to discuss literature without reference to language. But going by the traditional practice at the secondary school level in El Centro Elementary School District, there are indications that Literature and English Language are treated as two separate school subjects. By this dichotomy, the Literature teachers, to a large extent, pre-occupy their teaching period with the teaching of the stories, the contents and the socio-cultural, economic and religious implications of the prescribed literary texts without placing much emphasis on the language components of the texts (Richard C. Ihejirika vol 3). In the end, some students have been found to have done very well in the Literature exams but perform poorly in English Language. It was, therefore, suggested that the relationship should be explored and exploited in order to enhance effective teaching and learning of Literature and English Language at the secondary school level so that the learners would possess high level of proficiency in the use of English Language, which would ultimately contribute immensely in addressing the seeming poor academic performance at the secondary and tertiary levels of education at (ECESD). The curriculum goals will set up sound, meaningful staff development to improve England Language Learners in writing and literacy. These development days are the foundation for researching, learning about and planning good, solid c... ... middle of paper ... ...play out for these groups, at this juncture the only correct answer is it depends. But based on input from experts we can give a sense of the context, the challenges ahead, and the current pace of progress (scholastic administrator p 36). The article was an eye opener me. After I read it I thought of my entire school. We are 85% Hispanic (at least 50% of those not being fluent) and are entering our third year of ‘school improving. We are also always looking for the answer to raise the test scores. Improving vocabulary may just be the answer! I really do not hear of many of our teachers doing vocabulary and grammar that much. . I am constantly reminded of how my beginners feel when I hear Spanish being spoken. It seems like they are talking so fast and if they would just slow down and enunciate a little clearer, it should help them out with their vocabulary.
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