Relevancy of the Program Review
The topic of my research is to find out why English Language Learners (ELLs) have struggle throughout most of their education with literature, language and shows that the two are closely related. This close relationship is obvious because from all indications, literature presupposes language. It is inconceivable to discuss literature without reference to language. But going by the traditional practice at the secondary school level in El Centro Elementary School District, there are indications that Literature and English Language are treated as two separate school subjects. By this dichotomy, the Literature teachers, to a large extent, pre-occupy their teaching period with the teaching of the stories, the contents and the socio-cultural, economic and religious implications of the prescribed literary texts without placing much emphasis on the language components of the texts (Richard C. Ihejirika vol 3). In the end, some students have been found to have done very well in the Literature exams but perform poorly in English Language. It was, therefore, suggested that the relationship should be explored and exploited in order to enhance effective teaching and learning of Literature and English Language at the secondary school level so that the learners would possess high level of proficiency in the use of English Language, which would ultimately contribute immensely in addressing the seeming poor academic performance at the secondary and tertiary levels of education at (ECESD).
The curriculum goals will set up sound, meaningful staff development to improve England Language Learners in writing and literacy. These development days are the foundation for researching, learning about and planning good, solid c...
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...play out for these groups, at this juncture the only correct answer is it depends. But based on input from experts we can give a sense of the context, the challenges ahead, and the current pace of progress (scholastic administrator p 36).
The article was an eye opener me. After I read it I thought of my entire school. We are 85% Hispanic (at least 50% of those not being fluent) and are entering our third year of ‘school improving. We are also always looking for the answer to raise the test scores. Improving vocabulary may just be the answer! I really do not hear of many of our teachers doing vocabulary and grammar that much. . I am constantly reminded of how my beginners feel when I hear Spanish being spoken. It seems like they are talking so fast and if they would just slow down and enunciate a little clearer, it should help them out with their vocabulary.
English Language Learners (ELL) require thoughtful and careful instruction for both reading and writing education. Both of these skills are necessary for a bright future and to be a functioning citizen in Canada. Those that do not possess considerable literacy levels will be effectively 'locked out' from so much knowledge, information and ideas that are part of the culture of society (Christie 1990, 20). Having a low level of literacy usually means acquiring an unskilled job. The relationship between literacy levels and poverty is something that should not be ignored (Gibbons, 2002). Developing literacy skills in ELLs is a daunting task and especially with students that have not developed those skills in their first language originally. Through the Curriculum Cycle and proper scaffolding of writing strategies, this paper will provide a lesson plan that will help develop an ELL's writing skills. It will include many different tools that will help students gain an understanding and confidence of the narrative writing form.
We as educators must first develop reading skills for our ELL students so that they will get in the habit of reading and writing. We must also look at different avenues to increase their literacy skills. We must work on the strengths of our ELL students. When we work on what our ELL students already know then we can help build upon students learning from multiple languages. We can even have the ELL students share their native language with other students. This can help make learning interesting when they share their cultural background.
...s all she says pointing at the idea that English teachers have the power to remove the unwillingness and resistance from their Puerto Rican students by being models of successful avid English language learners and users themselves. This is done by inspiring a proud feeling to their students for their first language, Spanish, and promoting the use of this language first so that they can appreciate and better learn a second not because of a hidden political agenda, but because it would add more to their overall knowledge. This is a great way to see English, not in the political sense but in a broader enriching and fun way that can expand further more outside of what is Spanish and add a feeling of self fulfillment given the idea that the individual is more prepared to communicate to an even bigger amount of other human beings.
Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking.
...we need to face to continually provide a good foundation of English for future generations. Reading and writing well will continue to be lifelong skills that will provide success later in life. By addressing some of the issues facing our English teachers we will still produce well-read, kids.
Research denotes that specific cultural and social necessity and anticipations create the objectives of writing and reading. Therefore, not general and not individually independent in nature (Kern, 2000). Concerns rise from these results about the degree to which literacy can be viewed as a set of capabilities that can be easily moved from the context of one language to another. Since the utilize of text between the societies may vary across cultures and context, the native language learner may not be successful in using a new language. In other words, learners must concentrate on the particular contexts and when can person consider literate.
Teachers have a diverse group of learners in a classroom. English Language Learners represent a rapidly growing number in preschool age children. The preschool teacher needs to nurture and provide culturally and linguistically support for them to succeed in literacy and language. It has been proven educators support English Language Learners to gain literacy and language knowledge by encouraging children’s home language, social interaction, guided dialogue, and direct instruction. These foundations and resources serve for making the connection with English literacy text, language, and develop academic strengths. Teachers implement literacy and language interactions in the classroom by observing, planning intentionally goal settings, and developing literacy and language strategic instructional curriculum for English Language Learners.
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
The Australian Curriculum establishes a standard through which students in Australian education centres are taught how to read, write, speak and create English across a range of texts (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014). This essay will discuss guided writing strategies, focusing on writing purpose and grammar; it will look at modelled writing strategies with a focus on spelling and punctuation. It will further look at two contrasting teaching strategies of reading, independent and modelled reading in application with reading fluency, phonological awareness, comprehension, and vocabulary. These theories will be supported utilising the Australian Curriculum, and other government educational planning and
As secondary English teachers it is important for us to keep in mind that student’s lives and identities in school are affected by their lives outside of school. By the time students reach the secondary level they have already shaped much of their identity around how others perceive them, their home life and popular culture. During adolescents identity continues to be formed and questioned and has a huge impact on the student’s development of their identity as an academic, student and reader. Literacy is a social practice that is affected by the identity of the student, the community of the student and the student’s interaction with popular culture.
In literature people cannot notice how much fiction or real life is in a story, even though, sometimes writers base their stories with personal events or people who have marked their lives in many ways, that inspires them to write their books. Real life experiences in literacy can be known as non-fiction stories. According to Hoover Library “Fiction refers to literature created from the imagination. Mysteries, science fiction, romance, fantasy, chick lit, crime thrillers are all fiction genres”. As well as “Nonfiction refers to literature based in fact. It is the broadest category of literature” (CITATION). How does an author real experiences affect their literacy work? Authors usually based experiences into their fiction, when the writer incorporates
The literary competence of the Grade 10 students of Simbalan National High School is determined using the analysis of the literary elements through formalistic theory of literary analysis. Texts from the literary genres such as essay, poetry, novels/short story and drama are considered as the subject for literary analysis. The skills are assessed through adapting the categories of skills adapted from Legaspi (1991) particularly literary information skill, literary interpretation skill and literary analysis
The concepts that are focused on for this research include, teachers perception, ESL students, and efficacy, which is based on how a teacher views bilingual education, organizes their instruction for these students, and the effectiveness used to bring out a desired outcome. English language learners require specific assistance and guidance through their transition so that they are able to improve and excel in their academic journey. It is important to note that teachers who are bilingually certified must always implement the particular methods that they have been trained for in order to be successful in their instruction to their ESL students. This research is aimed specifically towards elementary school students because this is the time that their language development begins to grow. A previous study from Gandara, Maxwell-Jolly and Driscoll (2005) found that there has been a continuous increase in the number of English language learners in particular regions of the United States. This 2005 research study also states that ESL students in the state of California have an extremely low passing rate of just 10% for the English Language Arts course (Gandara et.al, 2005). Problems such as these arise from an inadequate amount of ESL teachers, ineffective teaching strategies as well as teachers perceptions and involvement with these students. Therefore presented is our research question, does the implementation of specific ESL teaching strategies positively impact ESL student success in the area of language
English literature is vital in light of the fact that it is installed in our social, instructive and social speculation key to the achievement of distributed and media, and essential to our understanding of reading proficiency and self-improvement. The part of grown-ups in perusing and interceding children’s books must be inspected regarding inspiration, philosophy, and the control or commodification of childhood.
From the very beginning of human species, literature existed side by side. Human life, in the form of human passions, feelings, loves, sufferings, and human history existed in the literatures. Human legends started with the very stone age, recorded in the stone scripts. It was a human need to communicate the past to the future generations. Poetry, as an art form, has been for many centuries praised, contemplated and has continued to affect man. Man has used poetry to express love and grief, birth and death, innocence and guilt, heaven and hell in a more effective way. In order to achieve such a way of expression the poet does not have any other material at his disposal except language. However in poetry, this language itself, turns out to be the goal of the poet rather than only an instrument for communication. Her/his way of expressing ideas and emotions summarises the poets craftsmanship and creativity. What the poet does is that he/she illustrates and exemplifies how language can be used to achieve the most effective way of expression. Poems deal with universal themes such as love and hate, birth and death, innocence and guilt, heaven and hell, which are familiar to all readers. For this reason, believing in the importance of literature and the contribution of poetry to language teaching and learning, we have decided to use poetry to act as a means to enrich the language awareness of ELT majors.