An Investigation With A Non Native Speaker

General education classroom teachers are responsible for providing the primary instruction for English Language Learners (ELLs) development in English literacy skills (Thompson, 2004). Supplying ample resources to accommodate ELLs inside and outside of the classroom are essential as the number of ELL students has grown steadily. According to research, “one out of four of all children in the United States are from immigrant families, and in most cases these children speak a language other than English at home” (Samson & Collins, 2012 p. 4). Further research suggests, “students from a non-English speaking home and background account for the fastest growing population of children in the kindergarten through twelfth grade setting (Short &

Questioning is a method of testing knowledge by asking the learner a series of questions related to the performance criteria. It is important that the assessor plans the questions beforehand, ensuring that open questions are used, and identifies the means of recording them, whether it be written; voice recorded or videoed. Questioning can be a very useful assessment method used alongside other methods. With observation, in particular, ‘what if’ questions can be used for evidence that might be hard to obtain, for example.

When an educator walks into her classroom for the first time, she needs to be prepared to encounter students that come from a variety of backgrounds. The children will be in different stages of language development, and the educator must accommodate for each of these students. Magruder, Hayslip, Espinosa, and Matera (2013) state, “The US Census Bureau projects that by the 2030s, children whose home language is other than English will increase from roughly 22 percent to 40 percent of the school-age population” (p. 9). This increase in second language learners will cause the educator to accommodate for those needs. Second language learners “need teachers who welcome them and recognize their unique abilities, what they know, and what they need to learn” (Magruder, Hayslip, Espinosa, and Matera, 2013, p. 10).

Recently, as the schools in the United States become more diverse in cultures, the needs for new English learners to learn the basic of English and grow in fluency has expanded. Nevertheless, a major of English learners receive insufficient education and have low achievement at school. Therefore, the approach of the schools for English learners might not be sufficient for them to unchain themselves from the boundary of differences in language and culture. As a result, the article “What It Takes for English Learners to Succeed” from Jana Echevarria, Nancy Frey, and Doug Fisher provides a guideline for teachers to help their English learners by using the four practices of “Access, Climate, Expectation, and Language Instruction.” The four practices can be divided into two categories. Access, climate, and expectations focus on educational settings, while language instruction focuses on teaching contents.

The author suggests screening native language and English language and literacy development from early education through the transition process, and then in English when students are prepared to leave and are no longer getting reading instruction in the native language. The author states that a team method to problem solving that considers many of these issues may ease the progress of a proper instructional plan. Plans and instructional routines such as repetitive language, rapid pacing, modeling, time to practice, and discuss school employees do not delay literacy instruction until student’s English oral skills are well-developed, but instead support Students benefit when school employees are focused on meeting student’s educational needs rather than on finding an outside source to explain the educational needs. Instructors, including the ones in special education, are worried that they do not have the knowledge and skills to properly teach English language learners. The author states how these teachers are scared that their lack of knowledge of the student 's native language makes them unable of providing valuable education. That 's why, it is important that teachers are provided with the resources required to support them in this process.

Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).

With nearly 30 million immigrants crossing our borders in the last three decades, the United States education system has seen a dramatic increase in the number of English Language Learners (ELLs) entering the classroom (Migration Policy Institute website, n.d.). With this influx of non-native English speakers has come the need to find the best ways possible to meet them where they are academically and teach them accordingly. However, after years of research, education gurus are still divided on how to best meet the needs of ELLs. While there is no clear-cut approach, there are several strategies and programs that schools can implement in order to help immigrant learners and their families be successful in our school system.

Doctors Ana Iddings and Mary Combs are Associate Professors from the University of Arizona who conducted research on how to help English language learners become successful in grades Kindergarten through 12 along with Dr. Luis Moll who is a Professor Emeritus from the named university. Dr. Iddings has conducted individual research on many topics, one being the education and professional development of teachers to work with English language learners (ELLs) and their families. Dr. Combs currently teaches courses in bilingual and English as a Second Language (ESL) courses on the graduate and undergraduate levels. Dr. Moll’s main research was conducted in education of Latino children in the United States.

As mentioned previously, there are many people from the same origin in which it makes the demand of learning English not necessary. This challenge not only prevents those migrants from finding jobs but it is also troublesome when they need access to the social and health services. Even though there are ESL programs for adults; however, it is not well coordinated enough for the people to fully learn the language. Furthermore, in order to permanently stay in Canada and become a Canadian citizen, learning the local language crucial. When people are asked to go for the immigration interview, the level and complexity of English that is expected of the people are much higher compare to before. Hence, this is also one of the problems that elder people or middle-aged people have. People tend to stay in areas where their mother language are spoken and therefore neglect the learning of English; therefore, interpreters are often

When these non-English-speaking children arrive at their local school for the first time, they will unfairly be expected to perform at the same level academically as their English-speaking peers, and this will be a big challenge for them because they will have a hard time understanding what their teachers are teaching and what their textbooks are saying. In addition, learning the English language is especially important for young English language learners who have recently immigrated to the United States because they have an additional and serious responsibility beyond just adding a new language; once they do begin to pick up the language, they will more than likely have to take on the role of translator for their parents and will become the sole line of communication between their non-English speaking parents and the school’s teachers, guidance counselors and administrators.

Review: Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185.

The Valerie’s story represents the life of many immigrants who travel to others country in order to have a better life. Immigrant like Valerie face many challenging because of the language and low economic situation that forces them to work. Her story show how learning English is independent learning and how she expand their literacy skills by reading literature that show the value of her life . The story of Valerie indeed impressive . However, it is important to recognize that it is the case in many classrooms across America. The learning environment is the USA is far from the ideal , and there are many reforms to be implemented to increase the standards of the education and to ensure that everyone has the same opportunities regardless of

Teacher Questions (Use the following questions, a – l, for your Teacher Interview. Record the teacher’s responses.)

5.8 million Canadians are reported to be able to communicate in both of Canada’s official languages (Statistics Canada, 2012). With this substantial population of second language (L2) communicators, comes a distinct need to continue to build knowledge and understanding of the complexities of teaching and learning in a second language. The Canadian Modern Language Review (CMLR) offers its readers a wide variety of publications on an array of issues addressing this area. The purpose of this critical analysis is to examine the ways in which the CMLR contributes to the field of second language teaching and learning in the Canadian context.

In 2003 census, Canada citizens comprise of 4.4% Aboriginal population, 18% foreign-born citizens and almost 80% immigrants. In this amount of immigrants,60% Asians and 20% Caribbean,Central or South American and Diversity East-West Center,University of Hawaii Africa.This census can show us the most diverse population in Canada. My experiences more than 3 years in there reaffirmed my favor and contentment with this diverse society. Everybody respects each others. There are many competitions in civil administrations, public services, employment opportunities, education and innovations.Students in primary school, secondary school and high school are encouraged to learn at least two languages. They can choose any language that they like. It is the compulsory choice in learning second language. The slogan they use about learning languages is “more languages Canadian children can use, more tolerant, compassionate and intellectual benefit they deserve”.Nowadays, every school is trying to promote and bring more languages into school curriculum. Language is the important tool for culture and diversity. Through language, people can become the creative members of diversity; and this emerging diversity brings peace, harmony and prosperity to the community. Importantly, Canadians understand well about their obligation to abide by the state of