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Merits and demerits of language teaching approaches
Importance of learning foreign languages
Importance of language learning and language acquisition
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I believe that learning a language should be an enjoyable while challenging experience. Learning how to form a language, communicate within the language and trying new things should be the focus in language learning classroom. I strive to keep lessons in the zone of proximal development, using prior knowledge and scaffolding in new knowledge. Having prior knowledge and then the challenge to move to the next level keeps students interested and finding purpose in learning a language. A proficient language teacher should constantly be searching out new ideas and methods for teaching the language. Learning a new language is a complex and multifaceted process. The more approaches a teacher uses, the more students are able to process and commit the language to long-term memory. Incorporating as many avenues to learn a language as possible activates the brain in multiple ways and allows students to link the language to various other subjects. I believe a foreign language classroom is most successful when it is student centered. Students do need to have some...
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.
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.
Teachers, parents, and students alike can relate to the desire to "excercise[s] the mind and enrich[es] the spirit" of our students (Guillen 1). What parent wouldn't want their student's "mind" and "spirit" enriched? Guillen overwhelms his reader with positive slogans as to what learning a foreign language has the potential to do for students, long-term. He goes on to say that "you'd better speak the language of the home country or you will be at a disadvantage when it comes to understanding the subtleties of decision-making and advancing your career" (Guillen 1). We are made to feel as though by taking away a foreign language program from a school, that we would be depriving students of a successful future and would hold them back from "advancing in your career"(Guillen 1). That would be just plain wrong; that is what he wants us to feel, and more importantly, to come down on his side of the
This was the major driving force of TBE. If put in place properly students would leave just as proficient in their first language as in English, but with this idea some critiqued whether there was enough resources to accomplish that outcome and whether or not it was able to undertake it within a timely fashion to actually teach the students
One thing I learned is the importance important of getting to know students and their cultural backgrounds. The practices used in the classroom should cater to the needs of students in the classroom. For example, I have several students who have been classified between Stage 3 and Stage 4 language acquisition. In order to serve these students effectively, I would need to know the stage they are classified at. Next, I would need to implement strategies to increase learning. The materials chosen to read in class should be interesting yet challenging for my ELL students. Knowing about my students’ background and using strategies and tools to support them is the most important lesson that I’ve learned in this course. This understanding applies to any diverse student that I may teach. Truly getting to know students and their backgrounds, as well as intentionally implementing strategies that will help benefit students’ academic growth are examples of best practices in teaching. This has been the most influential lesson learned in this class because it can be applied to every student that I will teach. I plan to implement what I’ve learned into my classroom and create an environment were all students feel safe and motivated to learn regardless of their
In all, it is important for students of all abilities to learn a foreign language. Not only
Mostly children can adapt and/or learn a foreign language better than adults due to children developing language and skills spontaneously (Honigsfield, 2009). Second language learners have variables such as memory, perception, acquisition, conscious and subconscious learning styles, and recall. Even though, second language learners have those instilled variables, it is imperative for the teachers to guide learning and set the conditions of learning.
Students’ background will determine as well the abilities of students, parents’ level of education and origin will enhance students’ language skills or will limit them; once the students arrive at school if the teacher promotes the interaction within children through lesson activities that target the competence of language, students learn from other students. If the cultural diversity is promoted in the classroom by the educator, all the students’ cultures will be linked to the curriculum, and the language development plus a cultural enrichment will diminish the opportunity for students to fall
Teachers hold the role of inspiring and encouraging each of their students to strive for greatness and success with their academics and their future endeavors. Instructing students in the United States not only depends on specific school subjects but also involves efficiently structuring teaching methods for a diversity of students. Centralized subject pertaining to bilingual teachers, which are also known as ESL (English as a second language) teachers. All teachers that hold a bilingual certification require specific training to work with students who are dominant in a certain language and are transitioning into English. So if teachers hold a role of encouraging and involving every student, does the attitude and perception
The idea to include L1 as part of the language teaching system has been debated upon in recent years. The strong anti-L1 suggest on a complete prohibition of L1 in classrooms, while many others see L1 as a tool to better students’ learning of the TL. This section will highlight the pros and cons arguments for using the L1 in classrooms, along with further evidence supporting the advantages mother tongue bring to the language learning, and teaching process.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
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...
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
Education which is based on, and begins teaching in, the language used by the child at home since birth. Student-centered, active basic education which starts in the mother tongue and gradually introduces one or more other languages in a structured manner, linked to children’s existing understanding in their first language or mother tongue. Teaching predominantly in the mother tongue for at least six years, alongside the development of other languages, is required for this approach to deliver high quality learning outcomes.