Essay on ESL teaching

Because they are something then you can not see it or touch it, but it always twinkle and shining in your memory. We no longer see it surely and clearly. It just marks a good mark in our memory forever. But does those old days such good? We have better science and technology today; We have countless goods in our market;We have better medical care and education today. Why we still love those old days? I think we know the answer. Our feeling about those old days are not just good or better. It look more like a vision then fraud by our memories.This vision does not mean “want”. It look more like someday you meet your first crush, you won’t fall in love with her or him anymore, but you want just talk to her or him.When you meet her or him after so many years, you get a special feeling.This feeling bring you back in time. In the real world you two are having some insignificant chatter.In your memory you sitting at the old school playground. A smiling girl stand in the warm sunlight.She has a bright eyes and long neck. You speak to her with confidence and composure.She looks up into your eyes. Your cheerful mood such as the leaver on the trees,sing with the wind in spring. Your face seem like more handsome than usual.Someday, you willing to do anything for this vision.Someday, I willing to do anything for this vision. Because we know can not go back to that afternoon; we can not sitting at that old school playground again;

These four sentences show the four different type of sentence structures that you will be able to classify after working with the different types of sentences.

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.

The proposed research is designed to analyze one of the major issues in contemporary education which is the educational achievement gap between ESL (English as a Second Language) students and native English speakers. The research is designed to study the lack of effort from school officials to integrate cultural needs of minorities in their education which enables them to succeed as much as others. The focus of this study is to compare the academic opportunities between ESL students and native English speaker students and said opportunities affect their academic success. Participants will be 100 siena students 50 ESL and 50 native English speakers. Participants will take a survey in which they will provide information about their educational experience in middle school and high school and how said experiences affected their educational achievements in a negative and/or positive way.

A main theme of this book, is the importance of living in the present, instead of dwelling on the past. Many of the characters in this novel carried a nostalgic perspective on life, and it influenced their attitude towards the present. It was very common for the characters to tell stories from their past. Jim often relates incidents in the present, to things that happened to him in the past. Jim is not the only one focusing on the past, however. For example, Peter, one of the Russian immigrants, has a very romanticized idea of the past, which causes him to have a depressed attitude towards the present. Jim observed this on one particular meeting, “Once, while [Peter] was looking at Ántonia, he sighed and told us that if he had stayed at home in Russia perhaps by this time he would have had a pretty daughter of his own to cook and keep house for him.” Peter allowed the idea of ‘what if I had...’ to interfere with his future. Because of the adults "what if" attitude, the teens of this novel have a sense of urgency in their lives. They witness how nostalgic the adults, and they themselves, are becoming, and come to a realization. The good days are the first to pass, and the most fleeting. Jim takes this as an excuse to be nostalgic on the past, a past he was not even there to witness. He looked at the wilderness of his new home, and fantasized about how wonderful it’s past was, “Beyond the pond, on the slope that climbed to the cornfield, there was, faintly marked in the grass, a great circle where the Indians used to ride. Jake and Otto were sure that when they galloped round that ring the Indians tortured prisoners, bound to a stake in the centre; but grandfather thought they merely ran races or trained horses there. […] The old figure stirred me as it had never done before.” Jim looks at the past with wonderment - it is a place that was much more ideal than his present. Unlike him,

However, she moves from a literal experience and memory to pensive reflection in order to create a contrast between the younger and older character. This is used by writing about movement from the past to the present and including its effect on the future. The varies of tense further highlights the changes over time as she focuses on the dualities of self and the universal emotions.

I propose to you a case study on a pre-kindergarten English language learning student through qualitative research. My goal was to find out if he faces any problems with regards to his behavior, academic progress and attitudes towards his teachers, classmates and parents. His name is David and just recently came to the United States from Russia about two years ago. He has a complicated time understanding what goes on in his environment because of the language barrier. The one positive aspect for David is that my assistant in the class is Russian as well. Even though he has a hardship speaking the English language and understanding his peers, my assistant helps translate words from Russian to English for him and vice versa.

Example- while they walk, the older boys destroy the sand castles that the littluns had made.

Presently there is a rising number of English Language Learners (ELLs) entering into classrooms all over the country. According to the three research studies that I utilized, there are several varied assessment approaches for teaching ELLs in reading (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). English Language Learners (ELLs) consistently struggle with some aspects of reading because, they lack background knowledge in terms of the generalized text selections, which they are often given (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). The data across all three journal documents agrees that there is an achievement gap where ELLs

As we look at principle three it instruct needs to ensure that learners also focus on form. Professor Ellis explains that the teacher can achieve this by focusing on inductive and deductive grammar lessons. It allows and make ELL students aware of explicit grammatical rule, it gives the learner specific practice on grammatical structure, and it gives them the opportunity to get corrective feedback. (Ellis, R, 2008)

My seminar provided an overview of chapter 4- explaining second language learning. During my introduction, key points from each of the 5 perspectives were discussed. The cognitive perspective was given priority as it contained many subcategories within itself. This section also allowed my group mates to connect theory and practice of second language learning. My group mates were able to connect to the noticing hypothesis, processability theory and the three principles of practice through their own personal experiences while learning a second language. The first discussion question asked my group members to evaluate their own understanding of how language learning occurs and compare it with the perspectives we covered. The second discussion question provided them a chance to assess each perspective and think of one weakness and one strength for each. Overall if I were to re-do my seminar, I would like to provide more attention to the other perspectives. I would add more discussion questions in order to stimulate more in-depth discussions. Similarly, adding supplemental information from an outside source to further discussion and connect the theories to pedagogy. Additionally, I would create an activity that focused more on teaching of a second language and how these theories have influenced the current practices used.

CONTEXT Katie, aged 15, is a highly motivated student from a family with a strong educational background, currently living and studying in a British-style International School in Ho Chi Minh City (HCMC), Vietnam, and is a member of the increasing group of globally-mobile students. Katie can be solidly placed into the “entering phrase” of the transition from Taiwanese national to immigrant in a Western society, where she “has decided to become part of the new community, but is still figuring out what that means” (Hayden 2006:53) at the age of thirteen. She is an example of what has recently been identified as a common occurrence for international school students, children going through a “sojourner adjustment” (McKillop-Ostrom 2000), as can

During the 1990s the immigrant population expanded quickly and by a large amount. According to Eggen and Kauchak (2007) “experts estimate that by the year 2020 two thirds of the school population will be African American, Asian, Hispanic, or Native American. This means there will be great cultural diversity in our society and in our schools.” Educators will need to be educated on how to teach in a diverse classroom. Teachers will need to have an understanding for English-language learning children and the way they learn. All educators must be able to teach ELL students while encouraging them to continue to use their native language while learning to speak English. Teachers must also remember to try to keep all families

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

As we know that learning English in India it is gradually becomes very important due to century as well as techno-age is concerned. We all knew that English is taught either as Second Language or Target Language. It is very difficult for student-beginner who recently starts to learn English language as foreign language. One of the vital and pivotal pivot roles of learning Foreign Language is to open the treasure hidden in the literature of a particular language. To reveal such treasure one needs to be mastered in different methods of teaching the foreign languages. This makes easy full for learners to learn foreign language. If we want to understand different method of teaching foreign language things linguistically we can understand it as “A method in linguistics and language teaching determines what and how much is taught. The order in which it