Advantages And Disadvantages Of Having A Native English Speaker As An Oral Skills Class

One-point teachers should be aware of language acquisition is that the child ability to participate in a classroom may be affect because of the lack of communication, must of the time students that are second language learners tend to stay quite and demonstrate lack of understanding. It is important to identify these students to be able to approach and teach them adequately.

Cunningham (2003) remarks “While there may indeed be some negative effects from using translation,… there is a place in the learning environment for translation. With careful application aimed at specific goals and situations, translation can contribute to the students' acquisition of the target language, at all levels.” According to this, there are different situations in which students are more comfortable by using L1. While there are clear advantages on the communicative approach, not every student feels on a “safety” environment to apply their L2 knowledge, and by giving them the chance to have a transition from both languages, they feel that they have something to more familiar – native language – to rely

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

Second language acquisition has long been the focus of linguists and researchers in the teaching field. It highlights the process and theories of acquiring second languages among learners. Second language acquisition seeks to understand the development of second language acquisition among second language learners. Mastering the knowledge of second language acquisition helps teachers to successfully provide effective teaching for students. Undeniably, knowledge on second language acquisition is very much related to effective teaching of second languages. Many linguists and teacher educators believe that all language teachers should be equipped with knowledge of second language acquisition to help them teach effectively. Additionally, most teacher training programmers have incorporated second language acquisition as a compulsory course to make sure that all future language teachers are well-equipped with enough knowledge to teach in classroom.

Each year, schools across the nation are seeing an increase in the amount of English language learners they are receiving. Teachers of all grade levels are finding it harder and harder to teach these ELLs because of lack of or little to no proper training. So the article, Setting the Foundation for Working with English Language Learners in the Secondary Classroom aims to show you the ideas and strategies that current and future teachers can incorporate into their daily class lessons to make them more effective in meeting the academic needs of ELLs and in helping them learn the target language.

For the speaking and listening section of the assessment, I conducted the interview with student 1. I also decided to incorporate a running record, and ask a few questions related to the text, which were an additional support enabling me to measure the girl’s listening and speaking language skills in great depth.

It is crucial that as educators we try to support the ELL student populations as much as possible to provide them with the chance to succeed acamedically.  Also, we should have an open line of communcation with the ELL teacher to find ways to build lessons that utilize teaching strategies that develop the language development skills of the ELL student.

ELL students can only improve their knowledge of language through speaking and writing. Practice is one of the only ways to learn a language. Knowing this students and mentors should be mindful of projects they assign students. Educators should also be mindful of study habits they teach and present to students. When it comes to teaching ELL students it is important for teachers to slow down and give clear directions. It is easy for students to misunderstand language as well as feel overwhelmed. Assigning in class partners or small groups can also be a helpful way for ELL students to interact with other native students academically. Building academic support systems and communities is an important way for nonnative speakers to

Kelly Hann was the ESL teacher I interviewed and he has taught English Learners for 4 years. I have had the luxury of getting to know him over the course of the school year. This year we have implemented Guided Language Acquisition Development (GLAD) and Mr. Hann and I have been able to collaborate and co-teach a few lesson. Jackie Corbett-Crockett was the classroom teacher I interviewed and she has taught for 16 years. Mrs. Corbett-Crockett brings a wealth of knowledge to the classroom and strategies to teach English learners.

We as teachers must always deliver clear input for ELL’s. The student needs to understand the message that is conveyed. When new teachers are appointed to a mainstream classroom and spend the majority of their day in this type of environment it is particularly imperative for them to obtain understandable input from their teachers and classmates. If that teacher provides information by lecturing in the front of a classroom, the English language learner will not be receiving this input. Teachers must speak slowly, use movements and body language to get across the meaning to ELL’s.

Language is the primary way to communicate, learn and express identity. Some language learners are successful by virtue of their sheer determination, hard work and diligence. However, there are other crucial factors influencing success that are largely beyond the control of learners. ' 'Second language is any language other than the learner 's native language or mother tongue ' '(Mitchell pg 5). To be successful in second language acquisition, there are various factors which act as barrier in the process of learning English as a second language.

My growth as an ESOL educator was in regards to working with the students’ oral language confidence. After talking with some former students last Sunday on the challenges they had when they transitioned to their high schools after being in my school, I noticed that in my school in general the students are not being challenged to step out of their comfort zone (if any) concerning their speaking skills. The growth was in the form of learning from whom I consider the best teachers for the teachers: the students, as well as including in my lessons more opportunities for the students to work on their oral language skills. I am always trying to be a better teacher than the day before, so who better to inform me how to improve my teaching skills?

After one year studying ESL, I started taking classes in college, and my English skills progressed significantly. I made contact with native speakers more often. Whenever they talked to me, I tried to remember and imitate their sayings in my mind multiple times. In addition, I also took many general education classes that required lots of reading to increase my vocabulary. Likewise, I fell into a habit of watching TV News almost every night. News reporters clearly gave me a chance to hear what they said correctly. This was the great practice for me since I did not have to ask native speakers to repeat themselves next time. In general, taking classes at community college was a great opportunity for me. I put myself in an all English speaking environment where I could not speak any other language but English; therefore, I improved my English skills noticeably. Presently, I surrounded myself in English every day, thus linguistic difference was probably not the educational barrier for me

The development of English literacy seems daunting at first, even to those of us who’s first language is English. There are many different sounds that ELL students must discriminate even before they can learn words or phrases (Levine, 2103 p. 174). However language development begins at birth, and students have used it to for communicative relationships. Building upon their current knowledge can help student transfer their knowledge of their native language to that of

In teaching and learning English, there are two aspects that should be concerned. The first one is the language skills such as speaking, listening, reading, and writing. The second one is the language components such as vocabulary, and grammar. These two aspects are taught in order to make the students achieve the ability in communicating both in spoken and written forms.