An Investigation Of Communicative Competence Of Esl Students Using Electronic Discussion Boards

3.1 – Explain how individuals from a different backgrounds may use communication methods in a different way

2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 4.1 4.2 4.3 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals Describe the factors to consider when promoting effective communication Demonstrate a range of communication methods and styles to meet individual needs Demonstrate how to respond to an individual’s reactions when communicating explain how people from different backgrounds may use and/or interpret communication methods in

The purpose of this assignment is to discuss the Community Learning and Development provision for ESOL learners in aim to support their assimilation and settlement process into the community as well as empowering them to use skills, they posses and gain, in the best possible way.

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

modes of communication within the school community and adults should make themselves familiar with it.

Language and communication between different cultures is complex; the future holds many technological promises that will make these complexities easier to bear. This dialect decline can be credited to the industrialization of communication which exploits the human interest of entertainment, which in turn, expands and simplifies human communication. Billions of people of all walks of life have assimilated to the language of modern technology and billions more are left in the dusk. “Media exposure can spread new vocabulary and give people in different regions an understanding of the “standard American.” (PBS) The internet has allowed people to communicate farther than ever before, share knowledge at light speed pace. We feel that we do not have time to type “hey that was very funny” instead we type “LOL” we have simplified terms in speech and have become accustomed to the internet world: speed equals success. Society’s entrepreneurs and astute minds are constantly

While doing extensive research for the Phase II worksheet, our project team tackled numerous ideas and concepts that relate to the communicator, the message of we are conveying, and the audience that we are trying to persuade. Primarily, our research focused on broader concepts that identified and encompassed all potential concepts and theories that may have applied to our cause, but later was narrowed down to specific variables that were utilized throughout our study and intervention poster.

It has been estimated that by the year 2025, approximately one out of every public school student will be identified as an ESL/ELL student in the United States. ESL stands for English as a Second Language and ELL stands for English Language Learner. An ESL/ELL student can be defined as a student whose predominant language or languages at home, is other than English, and would require additional English language support to develop reading, writing, listening and speaking skills. The difference between an ESL student and ELL student is minor; An ESL student participates in programs that are customarily specialized while an ELL student partakes in a traditional educational classroom. English Language Learners have surpassed other subgroups in becoming the fastest growing of the public school population. Despite the common misjudgement of some people towards the ESL/ELL population, 76% of the ESL/ELL students in elementary schools and 56% of the ESL/ELL students in secondary schools are native-born. The highest percentages of ELL/ESL students in public schools are found in the west of the United States. Taking the average of both bigger and smaller cities, ELL students make an average of 14% of the total public school enrollment and in suburban areas, ELL students make up an average of 8.5% of public school enrollment. The ESL/ELL population has more than doubled over the past 15 years and more than half of those students struggle with their academic performance. An ESL/ELL

Situation: Effective communication is a key component to a successful establishment, communication between parents, families, students, community, faculty and district personnel. The use of technologies; such as, multi-media is a great way to get information out. I believe that building a relationship upon face to face or phone conversations it beneficial to the partnership of the students’ best interests.

The students that make up the school are mostly Latino, African American, West Indian and white. Language is the medium through which students gain access to the curriculum. (Tamara Lucas). For example, Maria was placed in a dual language classroom, since arriving from Mexico and when she entered middle school that was taken away. The teacher in her English class needs to realize it takes second language learners longer to develop fluency in academic English than in conversational English. (Tamara Lucas). Ms. O’reilly should take this inconsideration when it comes to the strategies used in the classroom. Social interaction will help Maria’s language development and a method that can be useful to promote social interaction is the use of group work. Using group work will allow Maria to not only expand her English skills but also learn from the other students. Tamara Lucas states; “Scaffolding learning for ELLs requires teachers to consider the relationship between students’ linguistic abilities and the tasks through which they are expected to learn”. Ms. O’reilly has set the goal of having all the students to be on the same level at the end of the school year, this might not be a realistic goal since each child comes from different backgrounds and learn at different speeds. Different scaffolding strategies should be use to accommodate the ELLs in her classroom. Group work, sharing about ones culture, knowing the child’s mother tongue and creating a comfortable environment where the students can raise their hand or ask questions without feeling dumb or like an

Unfortunately, few U.S. teachers are prepared to meet the needs of the growing school-age ELL demographic. Traditional ESL instructional methods and content-area teachers who are ill-prepared to meet the academic needs of ELLs have also helped to create the need for SIOP. Traditional ESL methods segregated ELLs from their English-proficient peers in classes that emphasized communication skills over academic content (DelliCarpini, 2008) until they could show basic mastery of English, causing them to fall even further behind in content area classes (Fratt, 2007). Without the systematic language development offered by the SIOP model, many ELLs will never gain the academic language and skills needed to succeed in content-area classes or on standardized tests (Short & Echevarria, 2004).

The article Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms, is written to inform the readers about different types of practices that teachers can take into action when working with ESL students. In this article, it mentions how different principals help to accommodate the ESL students. One of the principals that was mentioned was is that learning is social. In the article, it was mentioned that learning is social because it helps students to understand and use interaction with others to share meaning in a social setting (Smith, Teemant, & Pinnegar, 2004, P. 39). In the article, another principal that helps ESL students is that teaching is assisting. The meaning

Acquiring and learning a second language do not refer only to handling oral communication skills. It is more than that; it takes the students´ abilities in enhancing their lexicon, their management in syntax, and their perspective about words´ influences in people. Thus, summing this up, it is indispensable that ESL students have a grand deal about linguistic knowledge. In other words, ESL learners not only require speaking, but also reading, writing and thinking in English when they complete whatever English career.

Here the researcher found the research by Choyimah.. (2014). In her research she investigated disagreeing Strategies in University Classroom Discussion among Indonesian EFL Learners. The participants of this study are students who join seminar on linguistic course in the school of Cultural Studies UB, in the odd semester of 2010-2011. The writer found two strategies used by students in disagreeing, they are direct and indirect. Students having higher levels of English proficiency tended to use indirect strategies, but those at lower levels used direct ways in

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and