English Language Vs. Foreign Countries Essay

While majoring in East Asian Studies at the University of Kansas I have been granted many opportunities to study the situation of South Koreas political, social, and cultural practices. Consequently, I have researched and written numerous papers, including my undergraduate thesis, on the influence of English language acquisition among South Korean college and elementary students. One of the most profound conclusions regarding English education in South Korea that I have come across is its direct correlation with the future and success of young/adolescent English learners. Whether young Korean students are preparing for college entrance exams, making arrangements to study abroad, or entering the workforce, English is a driving force behind

With the increasing number of students that do not use English as their first language in schools today, especially high school students, teachers and students alike have been faced with challenges that have made slow and mostly unpleasant; the transition and settling in of the students and the adaptation to them by the teachers.

Global language just like an infectious disease. In the past, most of the countries have their own languages, language helps people to communicate with other. Today, English in order to become one of the major languages of the world, and even in some non-native English countries. People use English to do business, communicate, and employment. English is used to judge people education level. Internet and computer system are built by English. At this points, some people will not hesitate to say that English has become a global language, and they are right. When people went into a strange city hotel or a restaurant, the first thing is bilingual signs. English become global language because of high level education, language of electronic technology

When an educator walks into her classroom for the first time, she needs to be prepared to encounter students that come from a variety of backgrounds. The children will be in different stages of language development, and the educator must accommodate for each of these students. Magruder, Hayslip, Espinosa, and Matera (2013) state, “The US Census Bureau projects that by the 2030s, children whose home language is other than English will increase from roughly 22 percent to 40 percent of the school-age population” (p. 9). This increase in second language learners will cause the educator to accommodate for those needs. Second language learners “need teachers who welcome them and recognize their unique abilities, what they know, and what they need to learn” (Magruder, Hayslip, Espinosa, and Matera, 2013, p. 10).

In this research, I’m going to focusing on the English as a language is being taught in many countries oversea today including Thailand. In fact, you’ll be surprising to know that English is required for many of the students in many countries. Unfortunately, it is not necessarily taught as well as it could be because of heavy teaching load, class sizes and adequate technology. Learning an English today still's has been challenging for many countries and specifically in Thailand. In Thailand, the student often gets too overwhelmed with English and mentally tune out in the classroom because English was their least favorite subjects. On the other hand, the students don’t have a resource at school or they don’t have it enough. Furthermore, many students just go to English class and switch back to Thai as soon as they out of school. English isn't used locally in Thailand. Although, there still a lot students continue care about English language because English has been the most ordinarily utilized language internationally and the language of traffic control and the majority of academic journals. It’s the most common language on the internet and the language that travelers use to communicate with different native speakers.

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.

Speaking English as a second language in front of others can prove to be anxiety-provoking and when an international student develops this kind of fear they limit their ability to participate in discussions of class and develop a social relationship. For entry of international student in universities would normally consist of a TOEFL or IELTS score. However, even when the entry level requirement is fulfilled by students, they are not acquainted with the terminology that is technical for a subject area specialist. Difficult time is faced by international students while reading because of lack of familiarity with English vocabulary, a weak understanding of complex syntax, lack of background knowledge in a subject and lack of equivalent words between English and their native language (Mertin, 2013). Criteria of language which is the only thing achieved by the students, studying in English, especially at the level of master’s, can result stressful and onerous. The language entry requirement which is pass by the international students and the independent study was problematic for the international students required at a very early stage of the

With culturally diverse environments, foreign students should have the option to learn in their language and English. When a student’s language is not kept alive, it could disappear. Some may say that the best way to teach un-native students is to teach them in only English, but cultures are diminished in this form. Students feel more comfortable when basic impressions teach the students in the way they lean at home, which is with their un-native language.

Over the past four years since John started school in Australia his level of English has improved a lot; especially his receptive use of the language. John is a talented language student and is achieving great results in both additional languages he is studying at the moment, English and Japanese. Due to his cultural background John does not volunteer to speak freely during class. This makes it hard for his teacher to find the degree of depth of his understanding of new concepts learned in class. However, he is a passionate language learner and his focus is to perfect his knowledge in both additional languages.

As Australia’s ties grow stronger with Japan, it is important to understand the potential that learning Japanese has. Japanese first begins with the student. I align myself and my professional strategies with AITSLS ‘Know Students and how they learn” standard (Education Services Australia, AITSL, 2014). For an almost scientific, yet personal thing like language learning,

At the heart of my teaching is the fundamental belief that every individual possesses a unique quality, and when encouraged, can contribute and enhance the learning environment of any classroom. As a teacher, it is my reasonability to foster learning while helping to empower my students to reach their fullest potential in developing their English ability. In each opportunity to interact with students both inside and outside of the classroom, I aim to motivate and involve each student to become a life-long learner of English. In addition to strengthening students’ academic development, I also aim for students to develop a greater enthusiasm for global communication and a deeper understanding of cultural awareness throughout the course of their study.

It is said that technology is turning our world into a global village, and this is true to some extent but even now if we move from one city to another, one can feel the difference in language, culture, life style and many more.

Traveling to another country to take a course which would certify me to teach English as a second language is something I did not picture myself doing. I always knew I wanted to work with students, but I was never certain as to what career path I would take. Working with international students who were eager to learn English helped me make my decision to teach English. Taking this course has shown me that I have the ability to teach English. Throughout the course I saw that it is not an easy task. There are many challenges that come with teaching English, but I am ready to face these challenges.

In the novel “In Country” by Bobbie Ann Mason, we find the story of a young girl who struggles in life to find out about her father and the history of the Vietnam War. Throughout the book, the reader finds out that this girl, Sam Hughes, is not your every day teenager. She is faced with the responsibility of dealing with her unmotivated uncle and a boyfriend she really doesn’t care for anymore. She’s confronted with the fact that she really knows nothing about her father and the War he took part in. All of the people she knows who were involved in Vietnam have been touched somehow by the war. What are some of the things she learns from these people? What does she find out about herself and about the father she has

Globalization has also contributed to an increasing interest in English-language education worldwide. In response to the emergence of English as a world-linking, global language, an increasing number of schools have stepped up English–language requirements, even at undergraduate levels. The argument is that a universal teaching language is necessary as a natural consequence of globalization.