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Reason behind esL education
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In today’s competitive world, academic is very important and a good grade is most have in order to make a decent career. For the international student, this ESL class is very important. This class teaches us to adopt the writing styles used in many fields and also makes us able to communicate properly within the society. The vast diversity and increasing immigration in this country are making the society more globalized. To stand out among those crowds and make a decent career, we have to do better in learning the way the society understands and ESL class teaches us that. Furthermore, as English is generally the language used by almost everyone working and dealing at all levels, mastering it is important for ESL students to like me. Hence, …show more content…
All friends from Nepal who attended the ESL class in the past said it was too tough to understand and very hard to get a decent grade. If you don’t pay much attention in the class from the beginning, any class will be tough not only the ESL class. To get a better grade, the student should pay better attention from the first day of the class. It is very important to know the syllabus of the class and understand the goal of the class. One must closely follow the instructions given by the professor. Always try to include all the requirements mentioned in assignments while writing the paper. The student should regularly attend the class; participate in all the class discussion and blackboard discussion and in any other activities as demanded by the syllabus. In addition to that, one must be an active listener and take down notes when professor highlights any subject or material as important. An ESL student like me who does all of these activities doesn’t need to worry about the grade. Looking for all the hard work I do and my commitment towards this class, I’m pretty confident my grade in this class will be
Language, whether oral, or written is the primary type of interaction we have. In “Learn! Learn!” by Hugo Martinez-Serros, the author stress the importance of language and education in society rather than your social class. He shows the importance of language to us by outlining the everyday life of a hard working Mexican that lingers in developing his authorship, and really likes to criticize the writing of the higher class enlightened priest. He lives in the south side of Chicago, and in his spare time he loves to study and critic others writings for improvement.
There are several key ideas that are crucial to understanding the best way to teach young, ELL students. The first idea is the importance of recognizing ELL’s feelings of isolation and alienation. When a teacher recognizes this, they are more capable of helping the student feel a part of the class. The student will struggle to participate if they do not feel like they belong with the other students. There is not only a language barrier, but also sociocultural differences that prohibit them from feeling accepted. Tiffany emphasizes the importance of acknowledging this problem and being aware during classroom activities. She suggests that you get a deep understanding of their cultural background, not just a “touristy” one.
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.
Communicating what we want to say, how we want to say it is the goal of expressing ourselves linguistically. For English Language Learners (and their teachers), the ability to do that successfully in their new language presents a challenge. In the content areas of instruction, it is especially important to draw out the information that a student already knows in their native language – even when they do not have the linguistic ability to express themselves in English – in order to assess their level of understanding and engage prior knowledge. Using non-linguistic representations provides a way of bridging that gap between actual understanding and the ability to express that understanding for English Language Learners. For teachers, non-linguistic cues or representations are an effective alternative method in the process of delivering language and content instruction. In this essay, I will discuss why non-linguistic representations work differently than linguistic methods. I will also evaluate selected Teachscape video to discuss how some teachers use these methods, tasks that allow English Language Learner students to develop authentic use of their new language, and the difference between a student-centered and a teacher-centered classroom.
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.
Of the several challenges that ELL students may face at school, one of the most important to remember is that these students not only have the pressure of learning at the same pace of their peers that have most likely spoken English their whole lives, but they have to do so while attempting to understand the English language. Graves' makes a paramount point on page 411 of his text where he states "it is not that English language learners come to school with a language deficit. They come with a lack of knowledge of the particular language that is used in the schools they will be attending-English."1 Therefore, it is easy to assume that even the most ready-to-learn student will have huge amounts of trouble trying to learn everything in a language that is foreign to them.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
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
Despite the difficulty of ESL 011, many students take this class because it is an important course. For me, ESL 011 is a challenging class. I have learned and practiced many things, but there are three things I would change about my ESL 011 experience. The first one is the seven-week terms. I would say that the seven-week terms are challenging for students, particularly getting to know the course content within such a short period of time. ESL 011 is academic writing, and it is different from other kinds of writing. In addition, ESL 011 covers paragraph development, such as developing the main idea and supporting information, so students learn how to develop their college writing. In this short time, learners must do a lot of work including
As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.
In your company, a position that pays a higher salary and has more regular work hours opens up so you decide to apply for the job. Your supervisor tells you that you cannot be considered for the position because although you are fully fluent in English, you have a Vietnamese accent. Instead, another employee who speaks with a British accent is interviewed for the position. In Myriam Marquez’s article “Why and When We Speak Spanish in Public” and Amy Tan’s article “Mother Tongue” we get a taste of what it feels like to be linguistically impaired and discriminated against. Through exploring Tan’s and Marquez’s articles, one can see the importance of learning a certain amount of English so one can get far in life and not be taken advantage of,
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...
Curtin, E. M. (2006). Lessons on effective teaching from middle school ESL students. Middle School Journal, 37(3), 38–45.
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.
The first semester which I experienced left me a deep impression. I found myself to be an outsider in the class even though I tried my best to participate into all the classroom activities. All English teaching and learning environment is one of the challenges for me, because I haven’t such experience before.