English has been grown as global language. It has been used widely in every sector such as in the field of science, technology, commerce and international relation. The English language has been taught for many years in Nepal. To glance it’s history, started when Rana people established durbar high school at Dakhchowk, Thapathali. At that time, they had invited two English teachers to manage the school and the curriculum design. Since then, though there were no strong government policy documents regarding teaching of English. The school level curriculum includes English as a subject. It has been taught as compulsory subject in the school from grade one.
Similarly, English language teaching has grown as a big industry and profession. In Nepal
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Of course, the major issue is the EFL environment itself because there is an overall lack of English speakers for students to interact with. In Nepal the school level to university level are extremely crowed in such way that some students even do not get the seats. If there is no good sound management provisions and the teacher has to take every responsibility to manage the classroom. It is very difficult for the teacher to handle the classroom activities. In almost every classes, the number of students is at least more than 50. The students in the class are the different achievement and proficiency levels. Some can speak English and some cannot. At the same time language teaching is more challenging. It is not the content, the methodology is more important. The teachers get high stress but are paid low salaries. English language teachers are not getting the training according to the changes in the methodologies. Language teaching required an extensive amount of time, but the time provided for the instruction not sufficient. In Nepal most of the schools do not have listening materials like cassettes, CD player, etc. even teachers are not well trained to operate the new technology. The cultural and linguistic diversity of our country is another great challenge for ELT. The roles and status of the teacher and students are perceived
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.
There are a lot of students being placed whose primary language is not English. Students walk into a mainstream classroom not being able to speak English. Students in this situation are call English Language Learners(ELLs). These students are not receiving appropriate language support to succeed in their language development which is causing them to not have the ability to acquire language.
I found it interesting that of the three ELL teachers interviewed, only one had a personal ELL experience. This teacher teaches at my middle school. She moved here from Poland when she was nine years old. She didn’t know any English besides basic words like colors and days of the week. This personal experience can help her immensely, because she understands the experience of her students and the students can relate to her. This teacher is the only one who is bilingual of the three I interviewed. Interestingly, it is also two of the three teachers first year teaching ELL. These two educators were aides in the program before this teaching job, and they both received their endorsements from the IRC. The other elementary teacher has been teaching ELL for twenty years, and has lots of experience.
For some reason, proper English has become very important. From elementary to graduate schools, English is stressed above mathematics, history, and the sciences. Whereas these disciplines are universal, English is limited. These subjects can be found all over the world, and beyond, while English remains contained to those who know it.
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,
Sociocultural influences on ELL students are very strong; some families feel that their social life is a major part of their culture. The use of bilingualism is someone that is fluent in two different languages. An ELL students home language can be quite different than English. The students’ family may have no desire to speak English. This cause many learning delays because of the lack of practice. The parental and community resources for English acquisition in my area are scarce, but they did locate an amazing website for ELL families. The school district around me can improve their home and school relationship by getting the families more involved in their child’s education.
Another aspect which require constant ELLs advocacy is the teachers’ beliefs and attitudes. Olvera (2015) argued that teachers hold negative stereotypes about ELLs which have effects on students’ ability to be proficient in English. These negative ideas have grounded on many different sources. Olvera (2015) stated that teachers’ negative impression of ELLs stems from historical, political, and social influence, and the curriculum taught. Just to mention that all these factors are far beyond the teachers’ control, but still, they place influence due to practices and policies of the teaching English. The bilingual programs, in Olvera’s opinion, do not necessarily promote bilingualism/biculturalism hence they serve as a way to immerse into English only. On the one hand, I disagree with the author at this point because there is much evidence-based research supporting that Bilingualism education fosters tolerance. On the other hand, I agree with the author that promoting bilingualism means instructions must be provided in both
Maulana Abdul Kalam Azad(1974), says that “ English is an international language, link language, important for social mobility, essential for personal growth and developmental, essential for higher
English, the language mostly of the colonizers during the British Raj became accepted to the higher strata, educationally, economically and socially progressive class of the Indian society during the post-independence period. English is the language of industrialization and modernization, and now it is the language of globalization. Observing the rapid change in the place of English in India Scrase remarked “english is recognized as an important global or international language, essential for professional employment and significantly, a key component of the cultural capital of middle class Indians”.
Sharma, B., 2008. “World Englishes, English as a Lingua Franca, and English Pedagogy”, Journal of NELTA 13 (2), pp. 121-130. Available from
Experiencing those days where people would laugh at other for the broken English; the grammar and pronunciation are the toughest parts of the language. People with English as a second language always stumble upon difficulties; however, the determination of learning a new language do not decrease easily as the motivation is still surrounding one’s mind. Today, English has become an international communication; even the teaching and learning of the language has already spread throughout the world. English is known as one of the most common use language and has been offering classes everywhere for years especially around Asia; additionally, the world common language has now become the number one language uses in every fields of career that is being offer everywhere. Non-American students should be required to take English class as a second language in school
I have made an attempt to explore a relatively untreated arena of English Language Teaching in India. The long association of Indians and English has proved an advantage for the Indian youth. In the current globalized world, oral communication skills have gained importance. Learning language is not difficult for the Indian learners who have a multi-linguistic background. However, this background causes a difficulty which is reflected in their oral communication. While the written skills are more or less uniform, as they are acquired from books, the oral communicative behavior is diversified. This can be attributed to the absence of a conducible atmosphere to teach/learn Spoken English.
The role and importance of English Language was also felt after the British people left India. English has been the medium of instruction in colleges, universities and many schools. The growing influence of English language and the difficulty in finding an alternative language acceptable to all Indians were the main reasons for the arrival of English Language. The University Education Commission (UGC), under the chairmanship of Dr. S. Radhakrishnan, was of the opinion that learning English would help Indians to update themselves with the developments happening in other parts of the world. English will promote national unity and nationalism. On the other hand, a language was needed for intra-national and international communication and thus, English was the best preference. Observing the need of English language, the report of the University Education Commission (1950) suggested that the teaching of English should be continued for higher education purposes. The views expressed at the UGC national workshop on syllabus reform in English (1977) states
English language has been rated as one of the most important international languages nowadays. It has been found at primary levels around the world. Teaching English as a foreign language is not an easy task and need a lot of hard work, especially for young learners. However, starting earlier is not the solution for producing better English speakers. EFL teachers of young learners have to follow some strategies and techniques to understand and teach young learners better. YL Students who aged 5-12 can not spend two or three hours sitting on chairs and listening to teachers lectures as adults do. They lose interest more quickly and less able to keep motivated on tasks for long time because these students have short attention spans and are easily distracted. YL Students will be usually learning very basic material but a skillful teacher has to design creative lessons that get students attention and participation during the class, such as moving around and speaking with one another. Interacting with each other improves their communication skills and even building confidence in using the language. In addition, young learners are generally very enthusiastic at this level about songs and games. In order to encourage everyone to participate, it is important to include your sessions with different types of songs and active games to make the lessons relaxed and fun. The teacher should be able to create different activities to encourage and activate students that everyone can enjoy learning in.
It can be seen that English has become a global language, which is determined by lots of factors like history, culture and daily usefulness. Because of these factors, the number of people who speak English is still increasing now. English, as a significant part of social life gradually exerted profound impacts on education, job hunting and international communication. Also, it provides the whole world with a chance to share ideas and communicate freely. We are quite curious to see the further development of English as a lingua franca in the