Using Non-linguistic Cues in the ELL Classroom

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... ... middle of paper ... ...999. Meeting the challenge of content instruction.

Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners What a feeling! Learning a new language gives individuals a new way of thinking and feeling. Learning a new kind of language involves having total commitment and total involvement from students and teachers. In the article, Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners indicates there are various standard definitions that describe language (Billings, Martin-Beltran, and Hernandez, 2010). Language is used to communicate with others and is essentially human, but not limited to only human beings.

Content based or enriched English as a Second Language instruction is an approach that provides second language learners with instruction in content and language. In this approach, students are exposed to a considerable amount of English through motivating content. Students are taught useful language that is embedded within relevant context rather than as isolated language. This approach tries to prepare students to acquire the language while using the context of any subject matter, so students learn the language by using it within specific context rather than learning the language in isolation. This approach is used for children and adults in schools settings or classes for students learning English for specific purposes.

By using TT as a learning resource, teacher hopes the student can notice the target language input given, negotiate the meaning, and practice the language by responding the teacher’s instructions. Through this way, students are expected to be facilitated and have a big chance to be active in teaching and learning process so that they can improve their knowledge about l... ... middle of paper ... ...ions of using code switching in FL teaching of eleventh grade students of SMA N 1 Ponorogo in the Academic Year of 2013/2014. 4. The Significances of Research The result of the study is expected to the beneficial for: 1. Students This study is expected to give students an awareness of increasing their language acquisition by using code switching.

Using a variety of instructional strategies, teachers teach academic subjects in the target language, so that students become proficient in another language, in addition to English, and develop a sense of cultural awareness. To understand foreign language immersion programs in greater detail, I will explore the varied types of language immersion models and the advantages and disadvantages of this kind of classroom experience. Language Immersion Program Models Language immersion education can take a number of forms. These program models may vary according to grade level and the degree to which the academic content is provided in the target language. They may also differ based on the amount of time that is spent using the target language during the school day, the number of years when specific academic subjects are taught in the second language, and the number of students of the school’s population who are non-native speakers.

ELL students need the ability to practice their newfound language in an environment such as sample groups to show engagement and understanding. A final tool is letting you ELL students pair their native language with English. Usually students who are still fairly new to the English language rely on their native language to feel comfortable and competent. It is okay for them to explain their view initial in their native language but then the teacher would want them to clarify in the English language as much as

ELL students should be taught with strategies such as learning through speaking and listening. ELL teachers work with non-native speakers of the English language to help them develop the language skills as well as social skills. The programs they are going through are grammar conversational English, reading, listening comprehension, writing and vocabulary. Researchers have found the ELL students learn best relating subjects that they are interested in. They can be taught through strategies such as Sheltered Instruction Observation Protocol (SIOP).

For example, I can ask students to listen to or read certain materials in their L1 to later produce an essay or an oral report in English. Brainstorming tasks or discussion of new vocabulary in EFL contexts can also happen in L1 if students wish to use it. In other words, L1 provides scaffolding to learners to help them deal with challenging tasks. It also gives them access to more materials and ideas for their work. Therefore, I strive to use it as a resource instead of dismissing

A deductive approach focuses on the rule that is to be taught and then how to apply it. In this approach the teacher is at the centre of the class. An inductive approach focuses more on teaching the rules in a real language context, to understand the structures of a language rather than naming them. There is debate amongst educators whether or not grammar should be taught inductively or deductively. Brown (2007) however, states that an inductive approach is more appropriate due to that it is “more in keeping with natural language acquisition” and “it allows students to get a communicative 'feel' fo... ... middle of paper ... ... instead.

Ellis (2008) states, the principles described in this digest, therefore, are intended to provide teachers with a basis for reflection and not as a set of prescriptions or proscriptions about how to teach (p. 1). The articles entails that learning a second language requires various concepts, so in order to make learning effective, but simple first ensure instruction develops a rich-repertoire of formulaic expressions, se... ... middle of paper ... ...conceptualization of second language acquisition is to accentuate the importance of the social and cognitive aspects of student’s abilities to learn another language. Principles of language acquisitions are to set a foundation for one to achieve learning a second language. Once the principles of learning a second language are applied to students understanding, the finishing product will thrive. References Ellis, R. (2008).