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Essence of communication in education
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1. Gatehouse provides a good overview of the origin of English for Specific Purposes (ESP) in the second language setting. Does it continue a tradition of what could be called a communicative approach in your opinion? What do you think of the list of variable characteristics created by Gatehouse? Do you see potential problems in this list?
ESL seems to be a station on a trip that begins with notions (Wilkins), followed by Widdison’s CLT. This station makes benefits of the advancement in the field of linguistics or previous stations. Discourse analysis, critical discourse analysis and genre analysis were all beneficial to ESP. These issues initiate people like John Swales to begin saying English for Specific Purposes. From these sentences we can see the effect of CLT on ESP. ESP is finely tuned version of CLT toward certain areas such as, business English or academic English or medical English.
The lists of variables that Gatehouse presents are wide to include every thing. He would say for example that ESP is for adult but younger students can take it. In the other variable, basic knowledge is enough for language learners but beginner can join the classes of ESP. Moreover advanced learners are going to go to general English as they are using language instead of ESP. Therefore, Gatehouse was trying to classify ESP but for me he did not.
2. Gatehouse identifies three types of ESP. Do you see a clear distinction between the options associated with English as a Restricted Language and the options associated with English for Occupational Purposes? Do you agree with Gatehouse that English with Specific Topics is not a separate type of ESP?
Are there overlapping areas in content language acquisition and general language acquisition...
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...ledge with reading and that would strengthen both the skill and the content.
Language teaching with SIOP is going to be vivid and language learners will see the importance of reading as they use this skill and implement it in their courses instead of learning language purposelessly. The previous study may suffer some limitations or problems in its instrument or its participants or something else. A final word for me language learning in context is by far better than learning language out of context.
7. What did you learn from this week?
ESP may ease the way for language learners if it presents something that its learners are familiar with, however believing in that completely may get us as language teacher trapped as ESP does not cover language completely. The problem or problem with ESP is not always clear and is clearly distinctive from general English.
Metalinguistic awareness increased within the ESL students, therefore their phonics increased as well and they scored higher than some L1 students. Students who know multiple languages at an early age are proven to do better in both languages than students who only know one language.
Every year, the number of immigrants in the U.S. has grown “significantly.” Chen predicts that by the year of 2020, public schools will have at least 50 percent of students that are non-English speakers (¶5). This shows that it is important that public schools have a successful ESL program. The purpose of ESL programs is “to enhance” ESL students learning, to help students’ “emotional well-being”, and to accelerate students’ ability to learn the new language. According to Chen, some district schools have failed to support ESL students’ learning. For example, Chen stated that “...[some] school districts [have been] accused of not meeting t...
Vogt, M. & Echevarria, J. (2008). 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Boston: Pearson Education, Inc.
The Common Core State Standards (CCSS) has caused a shift on what will be focused on in the classroom. These shifts not only affect the mainstream classroom, but the ESL (English as a Second Language) classroom as well. The major change for the ESL classroom and for English Language Learners (ELLs) is a new focus on grade appropriate content area knowledge, instead of just English language proficiency. According to Coleman and Goldenberg (2012), there is little acknowledgement of support for English Language Learners in the CCSS. ESL teachers may or may not feel prepared to teach according to the CCSS. They may also have issues in understanding what the Common Core means for them. One main issue is that the CCSS will dramatically change how ELL and LEP (Limited English Proficiency) populations are taught. It is not the first, and will not be the last attempts to standardize education in the United States.
Lack of effective instructions, lack of opportunities for learning, and limited English proficiency should not be a decisive factor when making eligibility determination (Chu & Flores, 2011). Special education determination should be rather based on data supported evidence and alternative assessments scores, which show that, in spite of the instructions in English as a second language as a second (ESL) or bilingual programs used, the ELL students do require more intensive instruction.
High-achieving students in the ELL group are being removed and redesignated as Fluent English Proficient (FEP) when they become language proficient. At the same time, new limited English proficient students are being added to the group. This can cause a drop in the overall score of ELLs and places pressure to do well on
English for Speakers of Other Languages (ESOL). English as a Second Language (ESL). Limited English Proficiency (LEP). English Language Learners (ELL). All of these are programs for students who did not learn English as their first language. Every day, students face many different challenges while going to school. Some struggle to grasp the concepts of math. Some struggle to manage their time wisely. Many struggle to get up in the morning. Many also struggle to fit in. But many of these struggles would be a little easier for those who have learned English as their first language. Those who did not, juggle learning English while trying to learn new concepts that are taught in English. It starts to sound like a catch 22, which is part of the
...EP students, one student is identified as Level 3: Developing level of language proficiency. Students in this level of performance have some language proficiency, but not extensive academic English language proficiency. This student is not at a grade level reading ability in the English language. The remaining LEP student is identified as a Level 4: Expanding level. At this level, this student is approaching grade level literacy in the English language, but is still challenged by specialized academic vocabulary. This student is able to hear and speak with understanding; however, writing skills in the English language may be underdeveloped at present. This student is approaching an English proficiency and will likely exit direct services within the next academic year. It is important to note that some students may represent more than one demographic area.
According to Insideschools, 89% of teachers say ELL’s receive adequate support while studying the same curriculum as non-ELL’s. As stated on the school website, the school took in an overflow from schools in Sunset Park and the District, which brought in a large Mandarin-speaking population. Prior to this there was always a large Spanish & Arabic speaking population who live in the school zone. Therefore, the school has incorporated an ESL room where ESL students get instructed for a part of the day. For students’ learning English, part of their day is spent in the ESL
This test was developed in correspondence with the increased need for competitive skills in English language. It is mostly taken by those who need to certify their level of English proficiency for reasons such as education, vocation and immigration. Quoting the IELTS Handbook (2006:4) Green (2007) claims that the test tests the language ability of candidates who may need to study or work in countries where English is the language of communication. The test generally measures a person’s ability to communicate in English across several skills including Listening on which this paper will focus on.
In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001). Thornbury (2010) listed a set of arguments against using L1 in L2 classrooms mainly for that the translation of L2 into another language will play negative effects on students’ learning process. He pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning. Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings. Some argue that the use of translation to convey the meaning of the TL is more efficient and more memorable. However, Thornbury (2010) sees the opposite. He stated that the simple and direct way of translation will make L2 knowledge less memorable since the process lacks mental efforts in working out meanings.
WORKS CITED Krashen, Stephen. The. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 2003. 1982 Omaggio, Alice C. Teaching Language in Context.
An ESP course entails rigorous adherence to its absolute characteristics that define it as need based pedagogy which uses specific content and specialized language to help learners acquire proficient use of language in diverse academic or workplace contexts. ESP involves various steps in designing, implementing and assessing a target course. This includes identification of the key issues that are specific to the teaching and learning context, cognizance of the implications for the course design, conducting a comprehensive needs analysis, collating the results of research, analysing data, developing course outline, selecting materials, defining appropriate methodology, developing assessment tools, and evaluating the course for further improvement.
The biggest advantage of any ESP/EST course is that it mainly emphasizes on the learner-centred and the designed course is based on the needs of the learners. Adriana
Good reading skills are very important in learning languages. Reading improves spelling because as students learn to sound out letters and words, spelling comes easier. It helps to expand the vocabulary, since the best way to acquire a large vocabulary is to read. Students learn new words as they read and put them in their mind for later use. . They also unconsciously absorb the information about things like how to structure the sentences, how words are used in different contexts, and it gives a better understanding of the word usage and definitions than the cold facts of a dictionary. It improves a person’s vocabulary and knowledge without the person even knowing it. Even if students do not understand every word, they will hear new sounds, words and phrases which they can then try out, copying what they have heard. They can comprehend ideas, follow arguments and detect implications. Reading texts also provide good models for English writing. Krashen (2004) found that reading is extremely important in learning English, since it is the only way to “become a good reader, develop a good writing style, an adequate vocabulary, advanced grammar” and the only way to “become a good speller”.