Most students go on with their lives and do not care if an assignment is finished, so there is no improvement upon the students’ grades. Therefore, no matter how much homework is assigned, we are still below the average mark. Plus, you will be surprised by certain individuals who do the work, while others may be lazy. So what is the point, if the majority of students do not put forth the effort? Homework is basically a hassle for students and it is something assigned to keep students busy; therefore, homework should not be given to high school students at SHS.
One of the best ways of verifying the necessity of cultural content based curriculum in language education is beginning with what curriculum is. Curriculum refers identified educational purposes, teacher implementations, educational materials, content and means which should be achieved by a specific learner group during a specific period and evaluation of them. In second language education, it sometimes refers to purposes and implementations based on grammar and four language skills, and a specific content such as culture-based content language teaching another time. Cultural content should be a natural concomitant in language curriculum since culture and language are intertwined and also it is a necessity to be able to make a meaningful communication
Traditional instructional methods present new concepts linguistically to students; in other words, by having them read and/or listen to the information they are expected to learn. In the student’s long-term memory, that information would be formed in a fashion similar to a sentence. On the other hand, Non-linguistic r... ... middle of paper ... ... in English, it is difficult to assess what they already know, what they understand, and what they have learned. By using non-linguistic representations to bridge the communication gap, English Language Learner instructors can offer a more accessible learning opportunity to all of their students, and better assess their specific content knowledge at every level of their development. References Hill, J., & Miller, K. (2013).
Standard 3A: Adapting Instruction for Individual Needs/ Diverse Learners The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Artifact: Center Based Unit Plan Course: FL 561- Teaching Languages National Foreign Language Standards For each unit that I taught, I utilized centers as a final review of material. Students rotated through each one, so that they could use a variety of their language skills. I wanted to have a review that was communicative in nature. The strategies I gained while taking FL 561 on teaching languages helped me to accomplish this goal.
In fact, students that did more homework actually did worse on an exam. Although it is clear that homework is not linked to academic improvement, one may say that homework helps children retain what they learned in school. Actually, according to education expert Alfie Kohn, a large portion of assigned homework is usually just a worksheet continuation of a lesson; homework that kids just mindlessly finish without learning the meaning or the value of the topic. All of this shows that homework is not as valuable as we think it is. In addition to the fact that homework has no value,... ... middle of paper ... ...d lower grades, studies suggest.
“It is no longer a question of whether to take advantage of authentic material in foreign language instruction, but of how to harness them and guide our students in their use” -Paulsen, 2001-. The implementation of authentic material is causing an effect in different aspect of education, and changing the way how we teach and learn. Motivating EFL students to develop in the target language is a very complex process. Teachers and researchers have accepted motivation as one of the most important factors that influences a person to initiate learning a foreign language (L2). Wlodwoski (1999) defines motivation as “the process that can (a) arouse and instigate behavior, (b) give direction or purpose to behavior, (c) continue to allow behavior to persist, and (d) lead to choosing or preferring a particular behavior”.
Being tailored towards the students’ needs and learning, this creates intrinsic motivation – the need to know. Moreover, Dewey’s research now has major influence on Modern education in that collaborative learning; authentic learning tasks and inquiry-based learning are all incorporated in our classrooms today. Although, Hirsch’s presented us with many valid ideas in his core curriculum, I believe that a more combined approach with Dewey’s would be a lot more significantly valuable.
Hutchinson and Waters (1987) argue that “learners were seen to have different needs and interest, which would have important influence on their motivation to learn and therefore on the effectiveness of their learning.” The purposes of English course for students with specialist language have to be well-desig... ... middle of paper ... ...There are many definitions of ESP (English for Specific Purpose) that comes up from experts, Hutchinson and Waters (1987) assert that ESP is an approach which all determination as to content and method are based for the learner’s reason to learning. In the other words, it is defined by students’ different motivation to learn the language for vary purposes. While Richards (2000) describe that ESP learners typically study English to accomplish peculiar role that different from General English (GE) students that master the language to pass general exam. Richards’ point is that basically ESP and GE are two things that opposed each other because ESP seems has authentic language as Douglas (2000) explain that a crucial concept of language for specific purpose is authenticity.
The history of differentiation in instruction can be connected to two compelling analysts. Firstly, Vygotsky proposed that learning can be intervened through the mediation of others. This recognizes that by having an information of what a child as of now knows ought to educate the next arrange of learning and what intercessions are essential to empower fruitful learning Besides, Gardner (1993) proposed a ‘theory of numerous intelligences' in which individuals have diverse insightful and learn in numerous distinctive ways. Gardner sets that schools ought to, in this manner, offer ‘individual-centered education' (Florian et al, 2006; Humphreys and Lewis 2008b) in which learning is custom-made to the child's person needs. In rundown, an assorted run of mental approaches to learning has been advanced (and criticized) by creators over numerous a long time.
Actually, in most situations, like William Littlewood said, students may communicate in the mother tongue or use only minimal English without constant monitoring, rather than extending their English competence, therefore, teachers should give enough control and monitor to their students. 4. Avoid purely communicative syllabuses (Long, 1991) in grammar teaching processes, communicative activities only will lead to insufficient English elementary grammatical knowledge.