Esl Students : English As A Second Language

The curriculum for English-Spanish Learners (ESL) or English-Language Learners, was created to assist students who do not speak any or little English. Angela Valenzuela describes in her article, “Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of U.S.~Mexican Youth,” that

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.

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.

English language learners and ELLSEs may be similar but they are also quite different. Both are considered to be emergent bilinguals. The students who are ELL’s will most likely have trouble with instruction in a new language, but if taught in their home language they will better be able to pass

During the past five months, I have worked with a group of ELL’s that are both motivated to achieve academically and to learn English as a second language. Plus, as the daughter of immigrants and as an English Language Learner, I know first hand that we are capable of achieving high academic standards. Therefore, I never believed the myths mentioned about ELL’s not being capable to achieve high academic standards nor did I believe that they are not motivated to learn. I did, however, believed that the best way for ELLs to learn the language was through exposure.

English Language Learning program to elicit their level of satisfaction with the bilingual programs. The survey should contain questions regarding the amount of time students spend in the ELL classroom, whether or not the teachers feel their students’ needs are being met through these program, and whether or not they feel their students are adequately prepared when the time comes for students to exit the programs and fully transition back to the regular education classroom. Furthermore, the survey should elicit teachers’ opinions regarding the need for further professional development. Teachers’ feedback about the need for further professional development will aid the

I explain the issue the as ESL teacher go through with ELL students are family structure and attitude toward schooling is a problem for their learning. Most teacher don't know what every students go through with their family. Students family backgrounds can be two parent home, single parent home, guardian, and others family structure can have an affect on a child. Students who going through a problem of learning which is our responsibility to figure how to help the child become efficient in the classroom. Students could be going through problem like illness in family and divorce in which a teacher have to understand the situation and be able to help the child to overcome the problem at home. Teacher need to do better job by understanding the

Lenters begins her journal article by describing how there is an ever increasing number of ESL students being enrolled in schools throughout the United States. Because of this, the need for ESL programs in schools is becoming more of a demand. However, deciding what type of program/instruction to implement in the classroom is very difficult, especially when the research is so contradictory. For

I learned a lot about the English language acquisition of a non-native speaker. I learned that immigrants have many different experiences during their journey to the United States. I came to understand that there are different types of language learners, such as, a native English speaker who has English as the dominant language at home. An L2 learner, whose first language is other than English, and an ESL student. ESL learners are considered an L2 learner who needs classes to acquire the English language.

The challenge of maintaining equitability in higher education for all students has been impacted by the growing number of ESL students from international an immigrant backgrounds. The ESL student population in colleges and universities may additionally be underestimated due to students who speak English and another language with the same proficiency or those who choose not to identify themselves as nonnative English speakers. Particularly concerning is the validity and equitability of assessment measures

The researchers conducted the study used purposeful sampling to identify and select the twenty-eight elementary aged ESL students in grades 2-5. The participants came

The rapid spread of English has inspired many scholars to look into the probability of shifting from traditional ENL (English as a native language) pedagogy in ELT to EIL (English as an International Language (Jenkins 2009; Kirkpatrik 2007; Sharifian, 2009, Matsuda 2012, McKay, 2012). Taken together, the goal of teaching English today from an EIL perspective is to prepare the learners to use English to become part of the globalized world, which is linguistically and culturally various, and thus both teachers and EIL courses should prepare learners for such diversity and to represent English as a pluralistic and dynamic component rather than a monolithic and static one. Traditionally, curriculum developers have presumed that American or British English should be the target language in ESL/EFL curriculum. The emergence of other possible models happened when Kachru (1985, 1986) distinguished among three circles of English. According to Kachru (1986), these circles set up “three distinct types of speech fellowships of English, phases of the spread of the language, and particular characteristics of the uses of the language and of its acquisition and linguistic innovations” (p.122). As McKay (2012, p.10) puts it “traditionally L2 pedagogy and research have been dominated by the assumption that the goal of bilingual users of English is to achieve native-like competence in English. However, for those individuals who use English essentially as a language of wider communication

According to Celce-Mursia (2001), teaching English to people who speak other languages (TESOL) refers to a learning process by which people whose native language is not English are taught how to read, write, understand and successfully communicate in English. He notes that different shortened forms are used to refer to the same concept in different parts of the world. Among them, include Teaching English as an Additional Languages (TEAL), Teaching English as a Foreign Languages (TEFL), TESL referring to Teaching English as a Second Language and ELL for English as a Language for Learners. They all have the same meaning as TESOL.

Whether one wants to travel, find a job, or find entertainment, the English language will most likely be somewhat involved. This comes as no surprise since English has been referred to as the unofficial language of globalization (Corrêa De Almeida). Globalization is attractive to many because, “it is the interaction and integration among the people, companies, and governments of different nations” (Globalization 101, 2016). With this in mind many seek to learn English to gain better job opportunities or to simply have access to worldly entertainment. English as second language (ESL) education techniques now become the center of attention in order to satisfy the demand for effective English learning as a foreign language. ESL education techniques must take into consideration student’s learning style, background, and weaknesses to provide an effective learning environment.

Many immigrants and refugees have come to the United States over the years. To put that into perspective, in the past thirty years, the foreign-born population of the United States has tripled, more than 14 million has moved here in the 1990’s, and another 14 million expected to arrive between 2000 and 2010. (James R, Stire). As you can imagine how much the numbers have continued to grow immigrants over the past ten years. Some would say that they are the new homogenous or indistinguishable population. Most English language learners (ELLs) are immigrants from many different countries speaking many different languages and equipped with a variety of gifts, talents, educational needs, goals, and backgrounds. Given that how has our education system helped support those who are ELLs academically based on the fact that most of our curriculum is taught in english following our culture's standards?