Teaching English in a foreign country can be a challenge for anyone even if their knowledge of English is at an advanced level, as most people have different teaching styles and techniques. While I was in Taiwan, I was able to see how contradictory the learning styles and the education system are. This surprised me because I have never faced these kinds of methods before. Coming from a small country and studying in the United States I thought I had seen it all, however I was wrong.
These following articles concentrate on teaching English in Taiwan. They mainly focus on the weaknesses some teachers may have, the learning strategies for young children in elementary schools, and the experience and the difficulties some teachers have faced. English
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They are mainly based on linguistic and error avoiding strategies. Young students in the ESL environment interact more, but sometimes the native speaker is the one who starts the conversation. If there is not enough interaction than the teacher uses what is called “private speech,” where they would repeat each other’s sentences, they would try to recall and practice, and so on (Lan 345). Besides this they also concentrate on learning new vocabulary and try to remember it. While the young students are learning vocabulary the best strategies are to be prepared in advance, to write and speak repeatedly, and most important that they should not forget to ask for help. This makes it easier for Native and Chinese teachers, to help the students understand and comprehend the given material better. (Lan …show more content…
Besides the misbehaved students and the large classes, all three teachers in the case study by Cheryl Wei-Yu and Cheng Yuh-Show were having difficulties with their accents. (Wei-Yu 10) The students had problem understanding what the teachers were talking and the faculty staff blamed it on them, but the teachers respond that the students are so young so they have difficulty learning the language, because it is a new language, not because of their accent. The only reason the staff reacted like that it is because, Taiwanese schools are more familiar with the American accent. In order to avoid this problem they should not recruit non-American speakers in the program until the students have better comprehension of the language. (Wei-Yu
Prior to immigrating to America, Nicole attended a public school in China where all of her teachers were Chinese natives. At Nicole’s school in China, however, English is a required course of study taught mostly by emphasizing English vocabulary, completing short one-page writing assignments, and practicing spelling. Learning English pronunciations and engaging in realistic English conversation wasn’t the goal for educators in China. The goal in China was to prepare students to pass their post-high school exam, which was their ticket into attending a university. The exam is highly demanding for Chinese students because it requires knowledge of English reading, comprehension, spelling and writing. For Nicole, the most stressful part of this exam was that students taking it
In this website it gives me several article on the different teaching styles as well as the impact of different curriculums on students. This articles are examples of college students who did an experiment on UK students this gives me the difference from here and another country.
Every year, the number of immigrants in the U.S. has grown “significantly.” Chen predicts that by the year of 2020, public schools will have at least 50 percent of students that are non-English speakers (¶5). This shows that it is important that public schools have a successful ESL program. The purpose of ESL programs is “to enhance” ESL students learning, to help students’ “emotional well-being”, and to accelerate students’ ability to learn the new language. According to Chen, some district schools have failed to support ESL students’ learning. For example, Chen stated that “...[some] school districts [have been] accused of not meeting t...
For the first section of my Inquiry Article, I posed the question: "How Does an Educator Teach Standard English in Urban Schools, and is it Necessary? I chose this question because I plan to teach in an urban school district, and I know urban students often have a difficult time learning to speak Standard English. I also know that speaking non Standard English can affect a student's acceptance and advancement in society. However, while completing my pre-teaching field experience, I did not have the opportunity to put my theory of teaching Standard English into practice. Instead, I was able to help students understand first, the immigration experience; second, the idea of language, and how difficult it is to learn a secondary discourse; and finally, why many individuals use dialects that differ from that of Standard English. I taught a two-day immigration and speech lesson that required students to become immigrants and learn a new language, and helping students understand another student's perspective was just as intriguing and rewarding as teaching students to speak standard English.
Tchudi, Susan J, and Stephen Tchudi. The English Language Arts Handbook: Classroom Strategies for Teachers. Portsmouth, NH: Boynton/Cook, 1999. Print.
Johnson and Newport used 46 native Chinese or Korean second language learners of English who were students and faculty members at an American university. The subjects were presented together because of their native languages dissimilarity to English and lack of difference in the results of two groups. The subjects' ages differentiate between 3 and 39, when they first arrived in the US and they had lived in the target language culture for between the age of 3 and 26. According to their age of arrival in the US, t...
Chapter eleven from Language Exploration and Awareness, written by Larry Andrews, puts a perspective on the amount of children that are in the United States who at one point did not speak English. The numbers have produced and are still developing today. For me, the issue of non-English speakers in a classroom is interesting because I come from a small town where everyone’s culture and language is essentially the same. Therefore, while reading this chapter, I asked myself the question, what would I do if I had some students who did not speak English in my classroom, just as Andrews ask this question in chapter eleven.
Over the last few years culture has become an increasingly essential component of language teaching. English, one of the most globalized and widespread language, is considered being a multifunctional language. It means that it may be a tool for different communicative purposes. Teaching English includes diverse purposes such as academic, professional or job-related function, and social-interaction. All of these areas held in common communicative skills. What is a matter of study is that most of Spanish students conceive English as a mere subject in high schools. Thus, it is necessary to encourage students to go further than just passing the course because it is a requirement They all are trained to pass
The unprecedented global spread English has experienced in the last years has paved the way for changes in the sociolinguistic profile of the language. In addition to the fact that new varieties have emerged, the number of functional domains in which English plays a role has increased significantly (Sharma, 2008). Currently, English is not only a tool serving national purposes, but also a language institutionalised in several former British and American colonies, and a lingua franca used worldwide. This phenomenon has raised concern about the classification of World Englishes, as well as, about the need to adapt English Language Teaching (ELT) to the new reality. Assuming Kachru’s Concentric Circles Model, this paper will argue that pedagogies based on English as a Lingua Franca (ELF) would be more consistent with the functions of English in Expanding-circle countries than native-centered teaching methods. With this objective, this essay will first give an overview of Kachru’s model, secondly, it will consider the implications ELF methodologies have for classroom practices, and, finally, the advantages and drawbacks of such a pedagogy will be evaluated.
Many researchers like Krashen (1985), Harmer (2007), and Turnbull (2001) emphasise that in most EFL (English as a foreign language) environment, a teacher’s English proficiency ...
Block, D. (2004), “Globalization and Language teaching”, ELT Journal, Volume 58, January 2004, Oxford University Press, eltj.oxfordjournals.org/cgi/reprint/58/1/75.pdf
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...
The established model of BE in China, called “language maintenance” or “heritage language” bilingual education, represents the using of the mother tongue by language minority students as a main language of instruction, generally, in schools, sometimes in other educational institutions (Baker and Prys 1998, 508). This form of bilingual education pursues two main objectives: to sustain the mother tongue of students from different ethnic minorities (e.g., Korean, Mongolian, Zhuang, Tibetian, Miao, Sala) through “the use of a native minority language and standard Chinese [i.e., Putonghua or Mandarin Chinese]” and facilitate their integration process into mainstream culture (Feng 2005, 529, quoted in He 2011, 92).
Educator’s effective communication can make it easier for them as instructions need to be very precise and clear. Some of these students have barriers of Information Overload resulting in ignoring/forgetting of given instructions. In addition to this, coming from a diverse culture exhibits Language barriers too. By knowing the communication strategies of OB I now feel I can overcome to it by some extent. Making careful observations and by starting relationship with parents I can get an insight to student’s responses of acceptance/resistance as well as the dialect spoken within the
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.