Dear Parents Of Esl Students Essay

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

Written in this account is intended for English Language Learner teachers, Principals or Administrators and Parents of ELL students to express support, perspectives and ideas about the opportunities, challenges to face head on and a message of positivity towards moving forward with the new standards in education.

This document will focus on the perceptions of teachers who teach English Language Learners (ELL). The discussion will center on three theories that interrelate through the examination of various articles on the research on teachers’ instructional practices, perceptions of students and classroom experiences that contribute to motivating English Language Learners to pursue a college education. At the same time, the articles will be analyzed to identify correlated theories that can be use as guidelines for building the foundational framework for the proposed research study. Finally, the summary will discuss the potential contributions that such a proposed research study can contribute to the knowledge base in this field.

Language development is vital to a child 's life. It can come in various ways; expressions, body language, visual and spoken. Language is diverse with many different types and sub-dialects and forever developing through the ages. To a child, language is divided into two different categories; the early stages and the later stages. The early stages consist of a child 's life from zero to five in which they may not attend full-time schooling but their language is still being developed by the environments they are consistent with. The later stages are from five to eighteen in which children attend school full-time in both primary school and high school. Language development is not stopped when a child leaves school, it creates many benefits for them personally, in which will continue to grow and expand. These benefits are: intellectual, emotional and social.

Guided talk was an effective strategy in supporting EAL children as the small number of children in the group allowed the teaching to be adjusted to the particular needs; in this case it was developing competency in the English language. Resulting from this, the children could move beyond their linguistic zone of proximal development of BICS to CALPS as they were given the opportunity to rehearse specific and more advance language forms, which had been modelled by the teacher in appropriate contexts.

We then transitioned into presenting our observations of each child and the strategy selected for them. Each pair began by validating the teacher’s initial concerns about their selected student, listing the ELL student’s strengths, and stating challenges and concerns that were noticed during the observations. This was also important to the meeting because we were able to express our objective observations of the ELL student from an outside perspective and explain how it matched the valuable information the teachers provided during our initial meeting. Each pair then presented a language support strategy for their ELL student that they believed could be beneficial in supporting their language development. For Ahmed, my partners and I suggested using parallel talk because he needs a great deal of rich English language input to support the development of his expressive language skills in English. His overall receptive language skills and expressive language skills in his primary language were typically developing and therefore, did not need to be supported. Parallel talk will expose him to multiple, diverse words in the English language and demonstrate their usage in context. The information about parallel talk and the other ELL student strategies were complied into a handout that was provided to the teachers. The handout also included the following strategies for all of the students in the classroom: fill in the blank,

I believe that a learner must be a high-flier and ambitious to learn the language. I don’t believe in spoon-feeding. Learners should not be only receptive but also producers. Classroom activities are important and can make the whole class contribute and get into interaction. This will help learners to overcome their embarrassment and break the ice.

One of the most important factors in the classroom is the volume and quality of oral language use that the teacher promotes. Children who are learning ESL (English as a Second Language) oral language skills can be improved by giving them frequent opportunities to participate in structured academic talk with peers and teachers who speaks English well that they can mimic and copy from. Unfortunately, in most classroom the opportunities for deliberate rich verbal communication between teacher and students are very rare, especially with bigger classes and the demand for strict curriculum.

I love this quote written by Rita Mae Brown that say “Language is the road map of a culture. It tells you where its people come from and where they are going. As educators, we need to celebrate the diversity of student in the classrooms throughout this country and promote a climate of acceptance and respect for all. Today ,after taking TESOL for three weeks ,my perspective on language teaching had changed tremendously. I will be more open minded to my student and their mother tongue which can help them to acquire the English language. My purpose is to assist students to become proficient in English, to develop both intellectually and to achieve the expected learning outcomes of the curriculum. I remembered one day that a student was transferred from Chetumal who only spoke Spanish. I knew that was a challenge to me because I

These behaviors may be a surprise to the parents, nevertheless countless factors can play a role in why the student is having difficulties. The child could have learned the language at a later milestone and as a result could have a limited vocabulary. The environment in which the student lives at home and the community they reside is equally important and can play a role in how a student learns. As educators, it is important to learn as much as possible about the student and their background. It is equally important to learn about the communities in which the children live. In order to be successful, teachers should build a rapport with the parents so that questions regarding the child’s development can be answered. This will give the educator a better understanding as to why the child may have learned the language late or why they are having difficulties learning. Also, building a relationship with the parents will help the teacher to be

To be able to speak a language takes time and patience. It is extremely important that a baby is exposed to new languages as early as possible to ensure that they are able to speak any language, comprehend it, and be able to write the language once they become older. The parents of a child are the first to teach them. The parents are the ones that are given the responsibility to ensure that their child knows the basic behaviors and manners that a child is supposed to learn. For example, saying “thank you” when given

I believe that all students no matter what language they speak or what culture they are, all have a right to education. The school system is responsible for offering quality education that will provide all students with the opportunity to fully develop their personalities and talents. As a future teacher, I believe that all students should have the opportunity to value their first language while learning a new language because it offers learners many advantages to grow as a student. After reading Stephen Cary’s book, English Language Learners, I have a greater appreciation and understanding of ELL students and how I can incorporate them in my classroom. Many essential quotes were expressed in the book, however I have narrowed my favorite down to five important aspects of teaching ELL students.

Finding ways to for English as a Second Language (ESL) learners to improve their communication has been the focus of many research studies. The research study, An Investigation of Communicative Competence of ESL Students Using Electronic Discussion Boards, researched by Shenghua Zha, Paul Kelly, MeeAeng Ko Par, and Gail Fitzgerald of the University of Missouri-Columbia, investigates if communication of ESL students improves through a social and technologically interactive mode of communication. This research study is based on beliefs of educational theorists such as Vygotsky, Piaget and Krashen, and the idea that students learn through their social environment and peer interactions in the acquisition of appropriate language skills (Zha, Kelly, Park, & Fitzgerald, 2006, p. 350). Through the use of electronic discussion boards, the researchers study if this technology helps to improve the ESL students’ communication skills. This study employs the students’ use of computers to access electronic discussion boards to both communicate with and collaborate with other students through different activities. The researchers look for any changes, loses or gains, in the students’ proficiency of communication within this environment.

Language learning is not only focus on the knowledge which are required(like grammar, pronunciation, vocabulary.....) --it is not just something we learn about. Instead, it is a skill, or a set of skilsl-- something we learn to do, like how to talk. According to learn language to use in life or exam, learners need develop skill in language learning.( Roger, 2005)

Productive skills pose challenges for EFL learners for many reasons, beginning with their acknowledgment to texts of different kinds and the skills they have in this area of their 1st language or their mother tongue. A student used to read only reports or composition as texts or articles in their native language could massively struggle to illustrate and understand the metaphor behind a poem in the same language, just as a student who reads a lot of cooking and have information about lots of cooking ideas around the whole world would almost certainly have problems reading and understanding a nonfiction text, for example. Students and knew language learner in general will automatically retain their skills either its reading or listening from their own language and their sub-skills and of course this depends on lots of surroundings and the environment as their real life experience play a very important role in getting in a new language because unconscious the student will be using their own skills and put in a new chamber for new language to be learned.