Effective Classroom Experiences For English Language Learners

teachers of ELLs and more importantly, higher outcomes for ELLs (p. 9). De Jong and Harper (2005) consider instruction that takes concern to, “explicit attention in linguistic and cultural needs of ELLs is lacking in most teacher preparation programs” (p. 101).

One-point teachers should be aware of language acquisition is that the child ability to participate in a classroom may be affect because of the lack of communication, must of the time students that are second language learners tend to stay quite and demonstrate lack of understanding. It is important to identify these students to be able to approach and teach them adequately.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

During our last class I had the honor of speaking with, Mrs. Laura Verges, an elementary school ELL teacher. She told some of my classmates and I, about her experiences, both negative and positive, and gave us a great look into what it’s like to work with young English language learners.

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

be English Language Learners, (ELL) for them to benefit from this lesson or to meet state

Second language acquisition has long been the focus of linguists and researchers in the teaching field. It highlights the process and theories of acquiring second languages among learners. Second language acquisition seeks to understand the development of second language acquisition among second language learners. Mastering the knowledge of second language acquisition helps teachers to successfully provide effective teaching for students. Undeniably, knowledge on second language acquisition is very much related to effective teaching of second languages. Many linguists and teacher educators believe that all language teachers should be equipped with knowledge of second language acquisition to help them teach effectively. Additionally, most teacher training programmers have incorporated second language acquisition as a compulsory course to make sure that all future language teachers are well-equipped with enough knowledge to teach in classroom.

I found it interesting that of the three ELL teachers interviewed, only one had a personal ELL experience. This teacher teaches at my middle school. She moved here from Poland when she was nine years old. She didn’t know any English besides basic words like colors

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

Designing lessons for ELL’s using the language acquisition charts would begin with a basic scaffolding. I would use the language that the student would use the language that the student already has and

In the other hand, behaviorists view language as complex and leaned skill, much like playing piano and dancing. B.F. Skinner argued that language represents nothing more than chains of responses acquired through reinforcement. Putting differently, children learn though process of reinforcement. For example, baby babbles “mama” the mother happily reward the baby with a hug and kisses and eventually will push the baby to say “mama” more and more; due to these reward children are motivated to repeat the behavior, thereby shaping their language and ensuring their development. Children’s language is being built up, this describe a way in which children environmental experiences influence and improve their language skills. Also that’s why parents

Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.

I agreed with this statement before reading Lightbrown & Spada’s text and Coelho Chapter eight because I have been around many children and I always see a child doing what I thought was imitating what they see their parents doing or talking like their parents. Behaviorism was a theory of learning that was very influential in the 1940’s and 1950’s, in the United States. B. F. Skinner believed that through behaviorism language is learned through imitation and repetition. According to Lightbrown and Spada’s reading “Traditional behaviorists hypothesized that when children imitated the language produced by those around them, their attempts to reproduce what they heard received ‘positive reinforcement’. This could take the form of praise or just successful communication” (L&S, 10). The problem with behaviorism is that imitation and practice alone cannot explain some of the forms created by children. Children are actively figuring out the rules of their languages and most language learning comes from receiving auditory or written comprehensible input. Reading Chapter eight in Coelho, she states that “Children are born with the physical ability to produce the sounds of any language, as their early babbling shows. At this stage, babies around the world sound alike. By the time they are a year old, however, infants have begun to restrict their language production to the sounds they hear around them. They imitate the

Learning a second or foreign language is a complicated process as successful foreign language learning requires the learner to demonstrate high levels of communicative competence, and achieving communicative competence is the main objective in many English as a Foreign Language (EFL) classrooms. There has been widespread recognition among second language acquisition (SLA) researchers that SLA is not

Fifty Strategies for Teaching English Language Learners, Third Edition has been co-authored by Adrienne Herrell and Michael Jordan. It provides various methods that classroom teachers can apply while teaching the English language learners. Examples found in the book illustrate how both students and teachers can make constructive progress in various areas of learning such as student’s participation, planning, construction of vocabularies and fluency in speaking including comprehension building (Herrell & Jordan, 2012).