Application Letter Application Essay

Students for whom English is not their first language face an array of challenges in their high school courses. Specifically, Roosevelt high school (RHS) has a high ESL population. Many have transitioned out of the ESL program. However, RHS, like many schools, lack the awareness of language objectives that need to be planned simultaneously when teachers plan their curriculum and instruction. Language objectives are those goals that have been intentionally planned by the teacher with knowledge of the student’s language acquisition. Language supports are those scaffolds that can be used by the teacher upon student need, specifically an English language learner in an attempt to make the content comprehensible, or as Stephen Krashen would

ESL is stands for English as a Second Language, which is a program that?s mainly developed to supplement the Bilingual Education in order to give extra help to the immigrants to learn English. ?The profession of teaching English as a second language within the United States began to expand in the 1960s in response to increasing numbers of immigrant and refugee children entering the country, as well as to the growing numbers of international students attending U.S. universities? (Collier and Ovando, 1998). Students in the ESL program receive the instruction of their level of English proficiency, so they can learn the English from the very basic level. Once they get better with their English skills, they will be able to move out the ESL program and be as competitive as the native speakers of English in other subject classes. The first decades of ESL programs fails to help students with academic work in math, science, social studies, and other curricular areas but English. In order to improve this situation, ESL programs started to focus more in helping students with their academic works during the 1950s and 1960s (Collier and Ovando, 1998).

It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs.

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

With the immigration population increase comes a language barrier increase. Therefore, English as a Second Language (ESL) tools in the classroom is essential. ESL was established in the 1970s when children of many mother tongues, crowded classrooms due to the immigration increase (Tomkins, G., 1981, p.

Dear Mrs. Wendy Swincer, I’m thrilled to be applying for the position of Executive Officer advertised on the Defence Careers Website. I’m confident I am the passionate and hardworking candidate you’ve been looking for, as my skills perfectly align with what you’re looking for. I know I can make a significant contribution to Defence People Group and I’m excited to offer my expertise for this incredible opportunity.

In the secondary grades regardless of the number of students speaking a common language ESL programs are provided. The program helps English language learners develop proficiency in listening, speaking, reading and writing in the English Language. It is full time instructional setting using second language methods in grades pre-k through 8th grade and providing learners with a full time certified teacher to provide supplementary instruction in all subjects. ESL program also provides a part time service in which it is considered a pull-out program model with a part tine teacher that provides English instruction while student’s remains in a mainstream classroom ESL programs should teach the affective, linguistic and cognitive needs of ELL’s.

I am applying for the both Greater Charlotte Market Fellowship (2) and the System Level Fellowship (1). I feel that both fellowships will help me to accomplish my goals. I am someone that others regularly go to for help in any situation they are encounter. Whether it be problems with their computer or in their personal, others feel that they can come to me and that I will always do everything I can to help them no matter the situation they are in at the time. In any work environment, I have been in I have always been looked to as the leader. It has never mattered whether I was new to the position or had been there for an extended period. People who had worked in the same position as me for several years longer still came to me for help

I have also developed and taught ESL courses geared towards college and professional students. Currently, I work with, and create online educational content for, non-traditional, adult students who are attending an online university and who need help with a variety of subjects.

The ESL for College and Career Foundations, is focused on ESL students who are at either an English level 1, 2, or 3. This program assists students in understanding and comprehending English and the computer to search for job offerings in their studied field. The program has 5 classes separated by the students’ English levels. The classes

The ESL mentor can assist the teacher to set achievable goals for ESL students at the beginning of the semester. In teaching ESL students, success is not always measured on a report card. Therefore, teachers have to be guided to observe his/her ESL students closely by focusing on issues such as the progress demonstrated by the student over time and by observing to see if the student is more comfortable participating in class and asking questions (Mittica 2003). Above all, ESL mentors can provide a "vision of students as capable individuals for whom limited English proficiency does not signify a lack of academic skills and does not represent an incurable situation" (Walqui, 1999 in Mittica, 2003). ESL mentors can guide mainstream teachers in discovering his/her students ' strengths and to celebrate multicultural education (Mittica 2003). By fully involving mainstream classroom teachers in the education of ESL students, these students will be more likely to achieve success and adjust to their lives in a new country (Mittica 2003).

Having lately read a great deal of professional literature regarding the ups and downs of teaching college composition to ESL students, I’ve noticed that students with LDs are conspicuously absent – a fact that suggests one or more possible conclusions: Students with LDs just aren’t represented in college-level ESL courses; Students with LDs are there but they don’t have needs separate from those of non LD students that would require special consideration by college teachers; These students are there and have needs requiring special attention by their teachers, but the teachers themselves lack understanding of what those needs are and how to accommodate them.

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

Based on comparative analysis of teaching English to adult learners, this article shows that successful learning experiences can be supported by andragogical principles that take learners’ individual difficulties and educational experience into consideration. With an emphasis on adult learners’ social identities, this article suggests that a learner should actively take part in the learning process as he

Methods and Materials in TESOL Education is the eighth course I have taken as American Military University graduate student. One of my primary motivations for the four years I serviced in the military was to earn a GI Bill scholarship to be able to afford to take graduate courses in order to earn a master’s degree in education with a concentration in English Language Learners. As an ESL instructor, prior to joining the military, I had arrived at a career plateau. My hopes before taking this course were high. My expectations were met, for the most part