English-Language Learner’s are considered to be derived from heterogeneous groups because they come from diverse cultural and linguistic backgrounds and have varying prior academic backgrounds and levels of language proficiency. A language other than English is used as the primary language in their teaching. The acronym ESL refers to students being taught in English only. Teachers of English-Language Learner’s use many literacy strategies when teaching their students, these include the following, but are not limited too: building vocabulary and background knowledge, using visual aids to scaffold learning,... ... middle of paper ... .... Learning nonfiction in an ESL class: the interaction of situated practice and teacher scaffolding in a genre study. The Reading Teacher, 62, 580-589.
At Manhattan School of Computer Technology, when planning assessments to be taken by English as a Second Language students, teachers are encouraged to apply the principles of good assessment practices. We firmly believe, that assessment of English as a Second Language students (ESL) must be given attention at all levels in our school assessment policy. Moreover, the content assessments taken by ESL students must be reliable and valid. If all our teachers are to get this correct, improvement of educational opportunities for our ESL students will be achieved. The ensuing paper will critically assess a language test specifically set for ESL English students.
Some teachers reported that when they find collaboration fun and that eases the workload for them; however, more than half (56%) content teachers did not find collaborations helpful for them neither for the students. ... ... middle of paper ... ...rtheless, teachers should try to collaborate with each other and fully commit to the idea of meeting the students’ needs in the classrooms. Recommendations The study revealed the teachers’ attitudes and perceptions towards the English language learner students’ learning. However, the findings obtained from the survey are from a small group sample and localized to a particular are of the United States. Some recommendations are to involve a larger group sample of teachers to find out whether they would like to collaborate with other teachers to enhance the English language learners’ learning.
Students learning in ESOL classrooms at an American university should not be afraid to ask questions or seek help. For those that teach in ESOL classrooms it is important to remember that students are acquiring language differently than the way they did as a child. Grammar is a necessary and functional element of learning a language, but it should be taught carefully through writing and speech. Students should have equal amounts of class time dedicated to writing and speaking. The issues and elements that are missing from ESOL classrooms can be solved by having teachers slow down and take the time to answer and ask questions to determine where their students
When looking at dialects, it is also important to be aware of the differences between Nonstandard English and Standard English dialects. According to Ross Burdette in his article, Developing Language in the Classroom, “the language spoken in schools, media outlets and the government, tends to be what is referred to as ‘Standard English’”. This is what we have come to know as “proper” English. However, whil... ... middle of paper ... ...aching their students the importance of accepting the different dialects within the classroom and are embracing these differences and using them as a tool to culturally enrich the students and possibly their families as well. Works Cited American Tongues.
I also see a benefit of the media specialist to co-teach in lessons that incorporate the support of reading comprehension and critical thinking skills. “We can be instrumental in helping students and teachers see the connection between the process of reading comprehension and the information literacy process.” (Moreillon, Judi, 2008) My research question may be: How and why should media specialist and teachers collaborate to improve reading comprehension and critical thinking reading skills? Review the literature Going through the SHSU... ... middle of paper ... ...standing of critical thinking skills and reading comprehension. The student survey will be used to get feedback on how the students feel that they are lacking reading skills since they are no longer taking a reading class. The observation, parent questionnaire, and the student survey will help in determine the validity and reliability.
This teacher reported that the ELLs in his classroom were “shy and quiet.” The ELLs in this classroom reported being “frustrated” and often did partner work with special education or other non-mainstream peers. The second teacher modeled through her teaching how to position ELLs as important members of her learning community. She believed teaching ELLs was her responsibility and she tried many strategies to meet the diverse needs of her learners. She attempted to embrace her students’ cultural differences by asking them questions about their native culture. She also chose to pair ELLs with cert... ... middle of paper ... ...r english-language learners: teacher-composed digital jumpstarts for academic reading.
In order for our nations’ teachers to meet the needs of the many English language learners, teachers today must incorporate strategies to successfully teach writing and literacy. One can only imagine how it would feel to come to a new country and not know the native language, but for English language learners this is a challenge they face everyday. As immigrants, these students lack knowledge of the English language and as they are put in the U.S. school system they face the challenge of not only learning English but also learning other sub... ... middle of paper ... ...ively teach ELLs to be successful in writing and literacy, and more importantly to become successful and happy students. Works Cited Beckett, E. Carol and Perry Kay Haley. “Using Standards to Integrate Academic Language into ESL Fluency.” The Clearing House.
There are teachers who promote gender equity and believe all students should receive the same opportunities to classroom resources and participation an activities. A number of teachers believe the cause of gender equity is best served through a approach of extending equal opportunities to all students and being sensitive to the special need of the groups perceived to be "at risk." Commeyras et al. (1997) stated that teachers generally agreed the there is a need for implementing gender-fair strategies, yet feel uncomfortable actively addressing gender issues in their classrooms. They are often unsure how much authority they should exert in determining the content and direction of students' talk during classroom discussions.
That is the reason why students of elementary school up to university learn English as second language (ESL) or foreign language (EFL) nowadays. In the context of ESL/EFL learning process, a class has a really important role. That is the main place where the learners are given many kind of target language input. So that is why, the class should be set maximally. In order to do that, teacher should concern on many aspects.