Characteristics Of Esp Stevens ( 1988 ) Definition 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).

In the review of the case of Sam Stevens concerning the agreement to deliver 1,000 units of a dog barking machine, an evaluation will be made to determine if a valid contract was created and if a quasi-contract or a promissory estoppel was formed. Also, Sam has received an eviction notice from his apartment due to noise complaints, and for running an illegal business. Therefore, the rights and obligations under the lease agreement will be evaluated to determine if Quinn had grounds and defense against the eviction.

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.

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

- This standard ensures that teachers understand the need to focus learning around content-based education and comprehend spoken and verbal english for educational and social purposes. It also ensures that teachers understand the need for standard based teaching in ESOL classrooms. It also presses the importance standard based reading materials for different level ESOL students in an effort to build on their written and spoken english. This standard also ensures that teachers understand the need for ESOL students to be exposed to different types of writing activities in the classroom as well as the need for technological assistance in the classroom. Finally it ensures that teachers provide the necessary instruction to help the ESOL student’s communication and vocabulary

Echevarina, J., Vogt, M., & Scott, D. (2013). Making content comprehesbie for english learners: the slop model. (Ex: 4th ed.). Allyn con& Ba. DOI: www.mygcu.edu

Swale’s article is a very direct response to the bane of an EAP practitioner’s existence – sourcing appropriate materials. Swales proffers two options, both necessitating the EAP teacher disguising themselves as a materials writer. The first of these solutions is in the EAP instructor writing source texts. Swales notes the lack of mention the difficulty in finding the ‘perfect’ text gets in ESP/EAP resource books like Jordan’s (1997) ‘A Guide and resource book for teachers’ and Hyland’s (2006) ‘Advanced resource book’ despite the observation made by Dudley-Evans and St John (1998) that the time spent on the hunt for the perfect material to resource an hour’s teaching takes around 15 hours (quoted on p. 6). Swales concedes that finding the

The mere reference to the label given to students acquiring the English language potentially sparks debate amongst educators, policy makers and researchers. The federal government refers to these students as Limited English Proficient (LEP) students. This identification references the deficiencies the student may have rather than to identify the diversity and gifts that the student may possess. Such labels set premature limitations of the student and predisposes the student to limited rigor in instruction. Educators and researchers reference the same subgroup of students as ELLs, establishing the understanding that with sufficient support, increased rigor and cultural understanding, students will succeed.

Strategies for Teaching ESL Student - ESL Students in the Classroom. (n.d.). Retrieved February 02, 2016, from https://www.eslpartyland.com/teaching-esl-student

An ELL student presents a challenge because they may require extra attention and instruction for basic tasks, therefore taking up important instruction time. Gottfried addresses this as well in his findings. In the study, he finds that teacher training is one of the most important things. However, years of experience have little to no impact on a teacher’s ability to teach ELL students; what did have an impact was extra formal training in English as a Second Language (ESL) courses. The more specialized training in ESL a teacher had, the better achievement and socioemotional skills both ELL and non-ELL students possessed, and this is good news for teachers. There are unlimited resources available out there for teachers to partake in to help bolster their understanding and success in teaching new things and students with different requirements. Gottfried also points out that when policy-makers, teachers, and administrators focus on how to improve classrooms without necessarily focusing primarily on academic achievement, then ELL and non-ELL students alike may have increased skills in many areas, including socioemotional. Therefore, any teacher overwhelmed with the task of teaching any student that requires special needs or attention can find resources and training to help them

We’ve allowed a natural approach to language instruction to dominate our schools, hoping our English learners 
“will just figure it out.” (SCOE, 2009) This approach suggested by Kevin Clark proposes that teachers explicitly teach ELL by giving them a set of skills. Teacher will have to teach students not just vocabulary, but the sound system of language, the words and their word parts and meanings, and also rules for structuring sentences grammatically. Teaching students from this perspective can support a deeper understanding of the language. When the

The first of these approaches to solving the problem is in the EAP teacher writing their own source materials. Swales details that this is a lack of discussion in relation to the difficulty in finding the ‘perfect’ text in EAP resource books. He supports this claim by referencing to authors like Jordan’s (1997), Hyland’s (2006), and Dudley-Evans and St John (1998). The author stress how time consuming this task is and quotes Dudley-Evans and St John (1998) who note that it takes about 15 hours of the teacher’s time in locating the perfect material to be used in a one hour class. (p. 6) to reinforce his point. The author goes onto to conclude that this time is

The ESL scales have been developed to help teachers clearly understand the level at which each non- English background student is working in all of the language skills; listening, speaking, reading and writing. These skills develop differently, at different stages and the role of the ESL scales is to identify the level and strategies needed to improve the student’s proficiency. “A knowledge of the ESL scales supports all learning areas and enables those involved in education to cater more effectively for students whose first language is not English.”(ESL scales,)

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