Teaching and learning a second or foreign language is much like teaching in the general education classroom. ESL classrooms need structure, nurturing, and sufficient instructional strategies. With such diversity among adolescent ELs, it is important for teachers to learn as much as possible about their students’ background, prior knowledge, and experiences, and to have knowledge of strategies that directly address the needs of their students. Instructors need to build relationships of trust with their students and their families. Also, teachers need to establish predictable classroom routines and procedures. Students can put their focus on content and activities when they know what to expect and are familiar with classroom routines. Teachers model routines and procedures by creating opening and ending procedures, procedures for distributing materials, positing agendas and schedules. It is important to keep in mind that ELs bring creative, capable minds which can process higher-order thinking and learning although those minds need strategic support, explicit instruction, and positive reinforcement to further promote learning. In the ELL classroom, several effective methods will promote and foster English acquisition, include modeling, rate of speech and wait time, use of nonlinguistic cues, giving instructions, and encouraging development of L1. Modeling promotes learning and motivation by developing self-confidence. It helps them “believe that they too, will be successful if they follow the same behavioral sequence.” (CITE p. 10- 29). Modeling is one way for teachers to provide students with comprehensible input in order to help students process content more “deeply and comprehensively” (CITE p. 10- 30). Teachers should model... ... middle of paper ... ... grammatical errors. However, as an educator in the classroom accuracy must be taken into consideration when assessing speech to further promote grammatical advancement. Therefore, both accuracy and fluency are valid in the ESL classroom and they should be assessed based on the objective of the lesson. The teaching and learning design of ESL is much like the general education classroom. The classroom should entail structure, a sense of community, establish routines and procedures, and adequate resources. Some influential resources are classroom libraries, peer tutors, and basic technology. In addition, teachers need to recognize, research, and appropriately address any non-desired behavior. Teachers do have the power to make a difference in a student behavior. Lastly fluency, accuracy, and even error corrections should correlate to the objective of the lessons.
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
There are several key ideas that are crucial to understanding the best way to teach young, ELL students. The first idea is the importance of recognizing ELL’s feelings of isolation and alienation. When a teacher recognizes this, they are more capable of helping the student feel a part of the class. The student will struggle to participate if they do not feel like they belong with the other students. There is not only a language barrier, but also sociocultural differences that prohibit them from feeling accepted. Tiffany emphasizes the importance of acknowledging this problem and being aware during classroom activities. She suggests that you get a deep understanding of their cultural background, not just a “touristy” one.
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
Vogt, M. & Echevarria, J. (2008). 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Boston: Pearson Education, Inc.
Teachers who work with English Language Learners know that academic language takes longer to achieve proficiency in than does conversational language. On average, ELL students need at least two years to achieve conversational language and, five to nine years to develop academic language proficiency. Many English words ELL students are exposed to in school, they have not yet learned or even heard in their first language, which makes transference of knowledge impossible. The vast differences in the ability to use conversational versus academic language can be a hindrance to these students and have lasting effects on their academics and therefore, their lives.
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
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
In this paper I choose to focus on a grade 12 Business Leadership classroom to discuss my observations and reflections on ESL students’ second language learning process. The reason for choosing this specific classroom is that in my first practicum I spent all the time in the Grade 12 Business classrooms and did not have the chance to observe an ESL language classroom. However, I think this practicum provided me with valuable experience of understanding some of the ways that ESL students interacted with the teacher and their peers and how these interactions would affect their learning process.
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
beginner English as Second Language (ESL) class at the University of Texas. The purpose of this
Educators need to figure out which parts of ESP learning will be incorporated, accentuated, coordinated and utilized as a center obviously to address learners' needs and interests. Adapting needs look for data about the learners, their learning styles and techniques, language abilities, choice of showing materials, the setting and the time load.
In conclusion, we have discussed the merits and flaws of several different methods of ESL instruction and found that the content based approach to ESL seems to be the most effective. We have examined different learning styles and how they are affect the learning process.
Curtin, E. M. (2006). Lessons on effective teaching from middle school ESL students. Middle School Journal, 37(3), 38–45.