Development Of English Language Teaching

As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.

This essay will outline the recent history of national legislative changes affecting English-language teaching and identify the current operating policy and

SUPPORTING THE DEVELOPMENT OF ENGLISH LITERACY IN ENGLISH LANGUAGE LEARNERS Key Issues and Promising Practices

Introduction: The importance of English language acquisition as a stepping-stone for proficiency in school subjects cannot be over emphasized. The knowledge of English is important both for educational, national and economic development of a country. English is the official language of administration and commerce and also a major language of science. It should be further highlighted at the need for improving the quality of spoken and written English language among children. Although English language retains its dominant position in the education delivery system, the thrust of our educational language policy is the use of the mother tongue or the language of the

After reading chapters 6 & 13 in James Crawford’s book Educating English Learners, two political events that affected the education of English language learners stood out: Proposition 227 also known as the English for the Children Initiative and The No Child Left Behind Act (NCLB) also known as The Elementary and Secondary Education Act. In 1997, Ron Unz organized the creation of Proposition 227 with the help of prominent Latinos. The main objective of the Proposition was to meet conflicting political and policy goals. Unz sought to outlaw a program that many parents wanted without appearing to restrict parental choice; to tie the hands of the school boards that favored bilingual education without seeming to usurp their authority; and to eliminate

Calderon, Slavin and Sanchez (2011) in their article “Effective Instruction for English Learners” consider the problem of students who are non English speakers and come to live in the USA for several reasons such as immigrants. The U.S government requires every school that has more than 5 percent non-English speakers to provide these with specialized programs. The authors go to explain useful instructions for teaching students English Language. They also review the most successful models for teaching non native speakers. The authors indicate that the most important approach to enhance and improve the outcomes for English learners is to reform the “entire” school, and use an effective

Every day all forms of teachers are teaching children that communication is vital to life in the modern world, but they are preventing them from learning any language beyond their native tongue. In Europe alone, there are twenty-four official languages (Jaffron et al). This count excludes the numerous regional languages that pop up across the continent. Europe has forty-four countries in a land that is of comparable size to the United States. Twenty-four languages in forty-four countries, yet each new wave of teachers are teaching the same rhetoric repeatedly. They are teaching the children that it is fine to seclude themselves to knowing a single language. “We Americans do a less than adequate job when it comes to teaching our children a foreign language. We start too late and we do too little to convince our children about why learning a foreign language is so important,“ says Jo-Anne Shick in the article “Language Teacher Education: The Challenge for the Twenty-first Century,” A child in the U.S. could be able to talk to a child in Finland, Vietnam, or South Africa in a literal moment, but that connection often never happens, because they do not speak each other's language. They have the possibility to be constantly interacting with people from other countries, cultures, and language backgrounds, but without the knowledge base gained from a well known second language, they will be unable to reach their full potential in expressing themselves in this ever-shrinking world.

Whether one wants to travel, find a job, or find entertainment, the English language will most likely be somewhat involved. This comes as no surprise since English has been referred to as the unofficial language of globalization (Corrêa De Almeida). Globalization is attractive to many because, “it is the interaction and integration among the people, companies, and governments of different nations” (Globalization 101, 2016). With this in mind many seek to learn English to gain better job opportunities or to simply have access to worldly entertainment. English as second language (ESL) education techniques now become the center of attention in order to satisfy the demand for effective English learning as a foreign language. ESL education techniques must take into consideration student’s learning style, background, and weaknesses to provide an effective learning environment.

In order to effectively teach English as a foreign language it is essential to understand not only the learners current ability level but also their desires and goals in learning a language. By combing these two aspects, an efficient and practical lesson plan can be designed. In this case the student is already highly proficient even fluent at times in English, and was determined to be around MM2D level (ITTO 388). Because he studies international business, he is learning English primarily as a potential occupational skill. Furthermore, because he is already proficient at casual speech and understanding, it makes most sense to focus on areas he has less experience with, in this case formal writing and occupational vocabulary as these skills will likely be essential for his future employment.

Becoming an educator is what I want to be in life and when I do become an educator I want to be more than just an average teacher. My objective as a teacher is to be able to teach students the basic skills in different subjects to increase their cognitive development to prepare them for the path that the future holds for them. I want to be an educator who helps individuals succeed. As a future educator for English language learners I have learned that teaching goes beyond core instruction. I want to teach my students manners, compassion toward others, empathy, sympathy, cultural awareness to help them to become the best they can be as a person and as a student. I want my students to develop their own moral and ethics. Preferably, I want to teach younger students and I have a great interest in teaching students English as their second language. Being bilingual I have developed a passion in helping students who speak another language and come from other countries because it reminds me of my family. My parents came to the United States knowing no English and now they have accomplished so much as well as learned how to speak English. Growing up in Storm Lake, Iowa I was fortunate enough to be around a diverse group of students. I have always been intrigued by all the different cultures, values, and beliefs of my high school peers. I believe becoming an educator will be a wonderful journey in which I will shape the minds and skills of diverse learners who will also shape my

This paper sets out standards for teaching English in the classroom setting, providing a uniform set of ‘standards’ to adhere to on a national level. Particular focus is set on

The purpose of this report is to recommend to the Winn Parish School Board the teaching method that would be the most effective for teaching English Language Learners (ELLs). I analyzed two available solutions: the scaffolding teaching method and the differentiated instruction teaching method. I evaluated both teaching methods based on the flexibility in regards to allowing students’ needs to be met, ease of implementation of each teaching strategy into the classroom, and effectiveness of how of each method helps the students learn and complete what is required of them.

number of ELLs increased by 51%, which is a stark contrast to the 7.2% in

In order to keep up with the trend of globalization, the Ministry of Education (MOE) in Taiwan had to outline some proposals for educational reform, including several proposals for the area of English language instruction. Educational reform in the country started in 1997 and is still an ongoing project at present. According to the Nine-Year Integrated Curriculum Guidelines, the MOE initiated a new curriculum based on the Education Reform Action Plan for elementary and junior high schools in Taiwan in 1997 (MOE, Taiwan 2004). For years, English language instruction in Taiwan had been designed to begin in the

As a student teacher, I find it extremely important to learn and reflect on language acquisition theories made by many different theorist. As New Zealand is becoming more and more culturally and ethnically diverse (Stats NZ, 2013). This means classrooms will be more diverse. Hence it is important to have knowledge pedagogically on how teacher deliver a second language lesson and how to support ESOL students. Looking at Krashen’s theory, it is broken down into five hypothesis. Acquisition/learning, monitor, natural order, input and affective hypothesis. These hypothesis decipher language learning into different aspect where teachers need to understand and approaches to teaching english as a second language or a second language in general.