Language Acquisition Principles for ELL Students Abstract Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from
The second language learner that I have chosen to assess in my case study is an international student from Korea who is now attending year 11 and does the ESL course at my school, the Hills Grammar School. I will refer to my student with the name ‘John’ for confidentiality reasons.
English as an Additional Language (EAL) English as an Additional Language (EAL) emanaid emanaid Contents Introduction 2 What are Schools’ Responsibilities for Inclusion under the National Curriculum? 2 What is an EAL learner? 3 Inclusion for EAL Learners and How Their Needs are Met 5 Factors that Impact on the Quality of Inclusion within the Classroom 6 The Role of Assessment to Provide a Baseline of Information to Support AFL 7 Access and Engagement Strategies Relevant to Design and Technology 8 Attainment and the Use of Learners First Language 9 Focussed Practical Tasks (FTPs) 10 Additional Support by ‘Buddying Up’ 10 Classroom Support 11 A Supportive Classroom Environment 11 The Teacher’s Role in Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).
Assuming the fact, that they would come from very different backgrounds, with different learning experience, it would be crucial to asses every one individually, based on their knowledge of English language and adjust the learning styles and pace of education to each person.
There is an ancient Chinese proverb, that goes by “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime”. Today, I would like to discuss my cousin, Stephanie Lam, who went to Taiwan one summer to teach English in a two week enrichment program. Her students, ranging from 12 to 17-year-olds, came from low-income families around Taiwan, seeking help in learning English, as they do not normally have the proper resources to do so. Though the language barrier was a formidable obstacle, Stephanie bonded with her students and other teachers, and greatly improved their English proficiency. Now, thanks to her, they understand a new language even better than they did before, and therefore have access to
A Student shows an excellent understanding of language and how it is used in their chosen
After observing the student and applying questionnaires, I could determine Sonia has high visual and interpersonal intelligence.
be English Language Learners, (ELL) for them to benefit from this lesson or to meet state
Unit 3 Enabling Learning and Assessment (Third Draft) By Faisal Ayub INDEX Page 1. Introduction 3 2. Essay: How assessment and feedback fit into my own teaching practice 4 3. Report on two assessment activities 10 4. Report’s support documentation 12 5. Observation of one assessment activity 13 6. Reflective account 14 7. References 16 1. Introduction The aim of this unit is to reflect upon, justify and evaluate my own assessment methods and decisions in my specialist area, which is Employability Skills.
References American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
* My husband have business. * He is businessman and takes care for my childrens in my house. Activity: An activity to help language learners better understand indefinite and definite articles is by playing Article Dominos. Language learners are given several paper dominos with a picture or word on one side and an article on the other side. The object of the games is to match the picture or word with the correct article. Players take turns putting their dominos down and matching it the correct article. Players get to choose where they want to place their piece. For example, player 1 puts down a domino piece with “tiger/an.” The next play needs to either match the tiger with article “a” or find a domino piece with a picture that will correspond with the article “an.”
During the past five months, I have worked with a group of ELL’s that are both motivated to achieve academically and to learn English as a second language. Plus, as the daughter of immigrants and as an English Language Learner, I know first hand that we are capable of achieving high academic standards. Therefore, I never believed the myths mentioned about ELL’s not being capable to achieve high academic standards nor did I believe that they are not motivated to learn. I did, however, believed that the best way for ELLs to learn the language was through exposure.
The Purpose of Education Education has existed throughout history in one form or another. The process of passing down accumulated information from one generation to the next has been present in every human society, past and present. From the young listening to the stories of the elders around the hearths
Purpose of Education In almost every culture and in all parts of the world, getting an education is valuable to a person’s future. But what is it that makes education so valuable? What is the purpose of an education starting from the early stages of a child’s development into adolescents, and from adolescents into adulthood?
Written Assignment – Focus on the Learner Profile of the learner Introduction Nazir has kindly volunteered for this piece of work. He is a native of Syria who was born in the capital Damascus. His mother tongue is Arabic and he is studying English at South Thames College on the Upper Intermediate level. He currently performs in the top half of the class according to his own assessment with which I tend to concur.