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Essay about teaching english language learners
Essay about teaching english language learners
Essay about teaching english language learners
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Analysis of Data and Results
The report presents and analyzes the data collected for the study on teaching English Language Learner students. Two questions were the base of this research.
Analysis of Research Questions:
1. Are teachers exhausting every source to help English language learners?
2. Are the teachers prepared to teach English language learners in schools?
Research Question 1
Are teaching exhausting every source to help English language learners? The teachers’ attitudes towards the English Language learners’ learning vary and this is a potential factor that can severely impede full development of the students. Figure 1 shows the preferred model for teaching English language learners in the classrooms.
Figure 1.
Perhaps, the teachers decide to use the pull-out model, which consists of forming small groups of students and teach them, rather than the push-in model, which including the students in content area material. This is because sometimes the teachers did not know how to plan for them because the content area teacher did not provided with material for them to teach the ESL students. Therefore, collaboration between the teachers can help the students keep up with their English-speaking peers; this way, ESL students can succeed. Table 1 presents a survey taken by teachers of English to students of other languages.
Table 1. TESOL – perceptions on collaboration
On table 1, we can get a sense of what are the attitudes towards really helping the English language learners through any means. 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.
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...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. Moreover, this study can be performed in individual schools and they compare the finding of the students’ academic achievement at the end of the school year. A collaboration study can be assessed in school, and then compare the development of the students at the end of the year.
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
All students begin school with different levels of literacy development; English-speaking natives have obtained oral language proficiency in English which helps t...
With the rise of immigration, English Language Learners (ELL) population is growing fast. By 2025, 25% of the k-12 students will be ELLs. Therefore, a big challenge would be to help such ELLs improve their English language proficiency while there are English-speaking students (non-ELL) in the classes too.
The students must trust that the teacher has their best interest at heart. This trust will help build a positive relationship between student and teacher. This is important for giving the students a sense of purpose, as they will then be more motivated to succeed. This allows them to be more active in class activities and engage in discussion. Not only is trust important between teacher and student, but also between students. A student should not fear ridicule when providing their opinion or an answer. This is a teacher’s responsibility to establish a sense of community by allowing students to get to know each other and develop positive relationships throughout the entire classroom. Students must be made aware that it’s our differences that make us unique, but it’s our similarities that make us human. The classroom should be a place of acceptance, where every student’s well-being is
English is a Language that many people struggle with in the U.S. It can be a daunting task that many American’s have to face. Especially because of all of the domains that make up the English Language.(reading, writing, speaking and listening). There are many factors that can lead to the failure of learning of the English Language. One component is English being a secondary language that is not attended to correctly. Even though there is many reasons the lead to English Language Learners lack of proficiency (example Mr. O’Malley classroom), a strong instructional input, scaffolding, theory, research, ELD standard, and a intervention will not be one of them.
Goals are set for teachers. Teachers know what areas they have to teach and all students are learning the same material.
...lso be helpful as the teachers can be able to choose individuals with whom they are of the same personality types thus leading to compatibility that is necessary for them to work together.
In the last twenty years, the population of linguistically diverse school age-children has increased exponentially (Short & Echevarria, 2004, p.9). In order to effectively serve students with different language backgrounds it is important that teachers use strategies that benefit all students. Adrienne L. Harrell and Michael Jordan (2008) found that students need strategies that use explicit language objectives, provide constant reinforcement of academic language, make connections to prior knowledge, and give opportunities to read, write and speak in English to support their language development (p. 5). The presence of these strategies in a classroom with a mixture of ELL students and native English speakers only enhances the learning experience
When observing and studying ELLs, there are many advantages and disadvantages in a classroom and school for these students. In the classroom, ELL students have many individual opportunities to develop their literacy, especially in small reading groups. English learners also, are pulled aside by an ESL teacher during class hours to focus on reading and writing skills of English. According to Netten, Droop, and Verhoeven (2010), reading is “an activity which benefits from practice” (414). Many of these students struggle to become literate at a young age, but the more practice they receive the better they will become when focusing on developing literacy. Also, ELL students have an advantage when learning two languages because this makes them bilingual. The goal of bilingual education is to develop
This course has provided me with the insight and knowledge to know that English Language Learners are really valuable to our classrooms and that they may become discouraged because they feel discriminated or unaccepted. Through the stories of our classmates I have learned that my role as teacher is very important for these students and that I must work hard to make them part of my classroom and set them up with the tools to succeed in their education. As my classmates mentioned during our discussions, it can be very frustrating and often times discouraging.
Grammar and the English language is taught schools across the United States. There are many different students in each classroom and as teachers we need to differentiate our instruction. English language learners; also known as ELL; students tend to struggle with grammar but we help them with learning this through implementing a few techniques. There are two types of ELL students; they are students that are not native to where they are living and students that are bilingual. The students that are bilingual are can range from being fluent to in the process of learning another language. These learners are in the process/know the English language but they have difficulty in often make mechanical errors with their grammar and syntax. The goal of the ELL program is a high intensity language program designed to help students to improve their level of English. The English language is complex and learning it is a long process. 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). The U.S department of Education, National Center for Education statistics states that, “The percentage of public school students in the United States who were English language learners (ELL) was higher is 2010-11(10 percent) than in 2002-03(9 percent).”(2013). The st...
Teachers, administrators, and parents should work together to strategize different techniques of teaching and relating to the students.... ... middle of paper ... ... In my first years of teaching, I plan to get a better understanding of my school community and the surrounding community, so I know where and how to get support for my students.
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 ...
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
... After all, when we discuss and aspire for teacher effectiveness the progress of our students comes first, so it is our responsibility to make sure we provide that chance for everyone.