Part One Introduction and rationale I chose this specialism, primarily, because my current LTE requires me to teach multilingual classes. For the foreseeable future, this situation will not change. I have taught both multi and monolingual classes but I spend the majority of my time in a multilingual classroom. I have noticed differences in the classroom but I have also noticed similarities and I feel that I should learn more about it. i.e. What aspects of the different classrooms can be transferred? Do I need to ensure that certain methods are always used in one but not the other? What can I do for my group of learners with this knowledge? Findings and Research The scope of this exercise is limited to teaching English as a second language (TESOL) i.e. teaching programs in English-speaking countries (specifically UK) for students whose first language is other than English. The first thing I noticed, when reading about it, was the paucity of specialised material on the subject. Tricia Hedge refers briefly to “multicultural” classrooms and one reference to “multi-lingual” classrooms and then only to talk about a possible diagnostic method to highlight learner problems (Hedge, 2000 p270). I have therefore tried to glean from various sources, insights and advice where possible. The scarcity of material has another consequence; multi lingual classrooms are often only mentioned as part of a wider discussion of “problems” encountered by teachers and learners. Many of the sources rely on research into monolingual groups (Hedge, Skehan, Lightbown et al.). Issues Many of the L1 issues that arise with monolingual groups will occur in any group containing that L1, just because an issue arises in a monolingual group does not mean it will n... ... middle of paper ... ...sues /l/ /r/ /θ/ /ð/ /w/ 35, 34,21, 5. 23 Saudi/Arabic M confident, often inaccurate speaker IELTS grammar, spelling looking for a “magic wand” 25,24,32, 6. 32 Turkey/Turkish F good systems, good writing personal development/business lacks confidence when speaking , pronunciation issues particularly /w/ and combinations with it. 24,21,27 7. 36 Korea/Korean F very good writing, good spelling and grammar confident speaker pronunciation issues /l/ /r/ /θ/ /ð/ /w/ 27, ,21,24 8. 19 Japan/Japanese F good vocabulary, personal development Grammar, very Japanese pronunciation 27, 22,23 9. 39 Switzerland/Swiss German F very good vocabulary, personal development hesitant speaker lacks confidence 24,27,21 10. 31 Saudi/Arabic M confident speaker often inaccurate good vocabulary.IELTS lacks formal grammar higher than A1A/2 , fossilised “rules” 25,24,32,
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
Literacy is a fundamental life skill; all children should have. As Australia is an increasingly multicultural country, migration has directly affected teachers whose classrooms nowadays have an array of linguistically diverse students. As a result, the definition of literacy is no longer considered the ability to read and write. Theory suggests that language acquisition is enhanced by social interaction with peers and more knowledgeable others, combined with explicit instruction and a supportive learning surrounding. Therefore, teachers are required to consider the linguistic backgrounds of students, whilst valuing this diversity to build proficiency in Standard Australian English, using culturally relevant content within a knowledgeable and stimulating learning environment.
Ovando, C. J., Combs, M.C., & Collier, V.P. (2006) Bilingual & ESL classrooms: Teaching multicultural contexts. New York, NY. McGraw-Hill
In order to learn more about the bilingual education program in the Public School system, we felt it would be essential to discuss a few controversial issues with some bilingual teachers, and ask them for their opinion on the effectiveness of the system and the concept of bilingual education. We also questioned the benefits and disadvantages of the program. We wrote and asked these question with Latino (Puerto Rican) migrants in mind, however the Public School system consists of many ethnic groups which speak other languages other than Spanish. As one of the teachers stated, the political connotation that Bilingual Education carries is that of concerning only Spanish and English. We interviewed Mrs. Aida Ramos (Vice-Principal), Ms. Clara Velez (Bilingual Math Teacher), Mrs. Irene Killian (TESOL), Ms. Zoraida Ortiz (Bilingual Science Teacher), and Ms. Nancy Harrison (TESOL/Bilingual Computer Lab Teacher).
Education is very important. There use to be a time when you didn’t have to go to school. When it was only important for men to have an education. Times have really changed. Now it is crucial for everyone in our society to have an education. Survival is the main reason: a cohesive society is another. Our schools today need to keep Bilingual education as a tool for teaching: not only for the sake of our society but also for the sense of our culture.
Imagine being brought up in a family speaking only one language for your entire life and then you had to move to a foreign land where the language is different. If you had a choice of progressively learning this new language over the course of six to nine years or being put into a classroom and have to virtually teach yourself the language by listening to others around you which would you choose? Late exit bilingual education is a more effective form of bilingual education compared to the English immersion form of bilingual education in the fact that there are more benefits and less adverse effects. There are many reasons why late exit bilingual education should be the choice of public schools everywhere with high minority populations. One of the effects of late exit bilingual education is that the students would be able to maintain their cultural background instead of having to give up one or the other. Language is a big part of a person’s culture. Late exit bilingual education gives the non-English speaking students more time to master the English language which is not an easy language to learn in three years as the English immersion strategy teaches. The findings of the Ramirez team in 1991 evaluating the effectiveness of English immersion, early exit bilingual education, and late exit bilingual education further prove why late exit bilingual education is the one that needs to be used.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
Understanding more than one language has positive effects on the brain’s ability to think. In comparison to multilingual individuals, monolingual English speakers are at a considerable disadvantage when it comes to learning, cultural awareness, and effectiveness in global affairs.
O’Neill,S., Gish, A. (2008). Teaching English as a second language. South Melbourne, VIC: Oxford University Press.
...), 2012. Principles and Practices of Teaching English as an International language. Bristol: Multilingual Matters.
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
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...
Additive Bilingualism promotes the development of both the L1 and the L2 and encourages the users’ flexibility in them (Baker, 2006). In additive bilingualism, the bilingual ‘feels enriched socially and cognitively by an additional language’ (Malmkjaer, 1991:58). The addition of a second language or culture is unlikely to replace or displace the L1 and its culture. Also, the L1 is not dispensed with as the language of instruction (Baker,
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the