introverted personality in ELL and ESL students affect behavior, learning process and classroom environment? Extroversion versus Introversion the terms originated from psychologist Carl Jung's theory of personality. Jung saw the extrovert as directed toward the outside world and the introvert as directed toward the self or inside world. That is why, theoretically, introvert students are less involved in the classroom and extrovert students are more active. As I observed a classroom where the student population
background for the research study provided insight into the theoretical and pedagogical aspect of using native language (L1) with a focus on the aspects that most relate to adult ESL classes. The areas addressed were both the affective aspects of learning related to bilingualism and academic development and the effective classroom practices. Knowing that individuals organize and learn information by thinking and feeling, teachers need to keep in mind that the emotional self is a strong factor in learning
Running Head: Issues Regarding English as a Second Action Research Proposal 1 Issues Regarding English as a Second Language Student in the Classroom Clifford J. Thomas Grand Canyon University UNV 530 July 18, 2012 Running Head: Issues Regarding English as a Second Action Research Proposal 2 Table of Contents Abstract……………………………………………………Page Introduction……………………………………………… Page Problem Statement
In this educational observation I went back to Orange Township in the County of Essex, New Jersey. In order to complete this observation I was able to visit the very first elementary school that I am attending when I arrived in the United States of America. From attending this observation I was able to view the majority of changes that has been implemented in the last few years. One of those main change is the movement from their previous model to the SIOP model and then the usage of the common core
The school I was able to do the observation was Eastside High School where I observed sixteen hours of a class. The class I observe is an English as a Second Language (ESL) class that prepare students for college. The class is taught by Wilfredo Betance and he teach a 12-grade class. I wanted to do the observation at Union City High school were I graduate but the board of education took a long to give me permission. The other rest hours of the class observation were done with the classes videos.
problem Marchand and Furrer (2014) presented in this research study is to determine if classroom teachers, and those that develop testing materials threaten outside standards and prerequisites of validity. In order for teachers to develop classroom-based assessments, they must know their students and focus assessments on what is taught in classrooms. The authors sought to know if large-scale testing and classroom context factors cause uncontrolled variables that affect the outcomes of assessments.
Research proposal: Bilingual education and cultural differences Background One of the most controversial areas of childhood education is the question of how to deal with ESL students within the classroom. There is a great deal of contradictory research on the topic. On one hand, some evidence supports the notion that living in a bilingual environment conveys distinct advantages for a child from a neurological standpoint. Bilingual children, according to one study, "averaged higher scores in cognitive
such as the ELLs comes to the English academic institutions with a wide range of life histories and experiences that might create some challenges and tensions in their L2 academic socialization. One of these challenges is proposed by the gap between ESL students’ interpretations of what
1080/15235882.2017.1306597 The article challenges the positive view towards translanguaging in the ESL classroom. It is aimed to describe the negative effects of teacher code-switching on students’ English proficiency level in the Marshall High School (MHS) ESL program with not unified language policy across the curriculum. Elaine Allard observed two classes during 2009-2010 — an ESL reading course and an ESL Science class – of the same group of 12 immigrant students who were in the program for nine months
2 Semi-Structured Interviews (Initial) p. 55 3.5.3 Weekly Classroom Observations p. 58 3.5.4 Collection of Written Artefacts p. 61 3.5.5 Semi-Structured Interviews (Post-Observation) p. 62 3.5.6 Focus Group Interviews p. 64 3.6 Data Analysis p. 67 3.6.1 Method of Analysis p. 67 3.6.2 Semi-Structured Interviews p. 68 3.6.3 Focus Group Interviews p. 72 3.6.4 Classroom Observations p. 75 3.7 Research Ethics p. 80 3.8 Research Limitations