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
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
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.
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 constitutes good teaching and learning, and the pedagogical practices and classroom activities they find in their new academic communities. When students attend a new academic institution, they are more likely to encounter new academic environment and practices, even though
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
research based materials and paraphrasing this information can be daunting for some English speaking students. For college bound English as a Second Language (ESL) students this task of paraphrasing research sources and avoiding plagiarism while keeping the information as authentic and accurate as possible can be nearly impossible. Many ESL college students have yet to learn the techniques to correctly paraphrase the information they gather. Paraphrasing is an essential skill needed to compose a
Introduction I observe Mr. D’s Adult ESL class at EC San Diegofacility. Heteaches fifteen intermediate level of ESL learners and the nationalities of learners vary.His class focuses on reading and writing, but deals with four skills of English language, especially vocabulary, grammar, speaking, and writing skills. Learners take six weeks intensive English Language course to improve their English proficiency. This language school’s fundamental goal is to help learners prepare in a global community
Second Language (ESL) classroom. I am interested in what types of activities facilitate students’ understanding, make students comfortable, and encourage student participation. I chose to concentrate on this aspect of second language (L2) learning because as a future teacher, I believe it is important to be mindful and use activities and interactions that appeal and are beneficial to all students. This study made me more aware of the interactions and activities used in the classroom. In order to narrow
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