Essay On Advantages And Disadvantages Of Esls

In order to help those non-native people to be successful in the United Sates, there should have some kind of programs to help them to learn English effectively, but also to maintain their native language. Bilingual Education and ESL programs are systems that developed since the mid 1900s in the United States to reach the goal of helping non-native people with the language. There has been the argument of whether these programs are effective and necessary to maintain to help the non-native speakers. Therefore, it is important to find a way to secure the Bilingual Education and ESL programs are helpful to non-native people to learn English and maintain their native language. According to the overall practice of these programs in the

If your students are English learners, learn a few key phrases in their native languages to model that it is acceptable to struggle with pronunciation and language learning.

Effective teachers who used the SIOP Model in their lesson plan become an expert in linking language and content in their instruction and expand their quality to accommodate different levels of proficiency in their classrooms. To provide support to ELLs and mainstream students teachers must use all of the components of scaffold content and language instruction in their lesson plans. The difference between teaching ELLs and mainstream students is the level of proficiency and approach of students, to help narrow the achievement gap between ELLs and mainstream students ESL teachers must write clearly define language objectives and share it with the students at the beginning of every lesson, model academic language in the target language

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

In duet reading, a stronger reader is paired with a less-fluent reader. The stronger reader sets the pace and provides visual tracking by moving his or her finger below each word as it is read in unison. In audio-recorded books, the student reads aloud with an audio-recorded version of a book. The purpose is to encourage the weaker reader to read along with the tape. In echo reading, the adult reads a short passage and then invites the child to “Say what I say” or “Copy me,” encouraging the child to repeat what the adult has read (Robertson & Davig, 2002). In this way, the adult models fluent reading and then provides the child with an opportunity for immediate practice. In paired reading, children who are struggling with reading fluency are paired up with a more capable reader. In this strategy, the fluent reader and reader take turns reading by lines or pages (Mathes, Fuchs, Fuchs, Henley, & Sanders, 1994).

S. school system despite speaking, reading and writing English. The classroom environment was foreign. Not only did I need to learn academic content, I had to learn the cultural nuances as well. I remember feeling overwhelmed and sometimes overburdened. The use of pictures, artifacts, diagrams and video clips during lessons help to some extent, even so, the study “suggests three ways that teachers can enhance knowledge construction of ELL students: (1) Teachers should take time to understand the cultures of their ELL students, (2) Teachers should be open to new possibilities of meaning, and (3) Teachers should take time to listen to the storylines each ELL student brings into the classroom learning environment” (Strickland, 2012, pp.

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

It has been estimated that by the year 2025, approximately one out of every public school student will be identified as an ESL/ELL student in the United States. ESL stands for English as a Second Language and ELL stands for English Language Learner. An ESL/ELL student can be defined as a student whose predominant language or languages at home, is other than English, and would require additional English language support to develop reading, writing, listening and speaking skills. The difference between an ESL student and ELL student is minor; An ESL student participates in programs that are customarily specialized while an ELL student partakes in a traditional educational classroom. English Language Learners have surpassed other subgroups in becoming the fastest growing of the public school population. Despite the common misjudgement of some people towards the ESL/ELL population, 76% of the ESL/ELL students in elementary schools and 56% of the ESL/ELL students in secondary schools are native-born. The highest percentages of ELL/ESL students in public schools are found in the west of the United States. Taking the average of both bigger and smaller cities, ELL students make an average of 14% of the total public school enrollment and in suburban areas, ELL students make up an average of 8.5% of public school enrollment. The ESL/ELL population has more than doubled over the past 15 years and more than half of those students struggle with their academic performance. An ESL/ELL

She also notes the difference between academia language also known as CALPS: cognitive academic language proficiency and meaningful language - BICS: basic interpersonal communication skills. She mentions how academic language requires more comprehension of the language than interpersonal language; which is more informal and contextual. She also illustrates the importance of treating students for who they are going to become, not the by the fact that they are struggling. A methodology that is represented throughout the book that illustrates the ways teachers can accommodate their language learning students is with scaffolding. Scaffolding is a variety of instructional techniques that are used to assist students to move towards a better understanding of the content and towards independence when it comes to their learning processes. The teacher provides a form of temporary support that will assist the students reach increased levels of understanding and skills acquisition that would not be achievable without aid. All in all, this book will be great for all K-12 teachers and professors; but, I did not review this book because I already did a book review for this book in a different course and it would not widen my prospects of learning more about special

Swale’s article is a very direct response to the bane of an EAP practitioner’s existence – sourcing appropriate materials. Swales proffers two options, both necessitating the EAP teacher disguising themselves as a materials writer. The first of these solutions is in the EAP instructor writing source texts. Swales notes the lack of mention the difficulty in finding the ‘perfect’ text gets in ESP/EAP resource books like Jordan’s (1997) ‘A Guide and resource book for teachers’ and Hyland’s (2006) ‘Advanced resource book’ despite the observation made by Dudley-Evans and St John (1998) that the time spent on the hunt for the perfect material to resource an hour’s teaching takes around 15 hours (quoted on p. 6). Swales concedes that finding the

Communicating what we want to say, how we want to say it is the goal of expressing ourselves linguistically. For English Language Learners (and their teachers), the ability to do that successfully in their new language presents a challenge. In the content areas of instruction, it is especially important to draw out the information that a student already knows in their native language – even when they do not have the linguistic ability to express themselves in English – in order to assess their level of understanding and engage prior knowledge. Using non-linguistic representations provides a way of bridging that gap between actual understanding and the ability to express that

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and

Based on the reason above, EFL instructors might need to develop local student corpuses comprising their own leaners’ spoken and writing discourse so that instructors are able to analyse those texts and reflect the finding of analysis in classroom activities and material design. For instance, we can design the DDL activities to make students aware of common mistakes which the knowledge reconstruct might happen, leading to syntactic rehabilitation (see the instance below).

Hatchinson and Waters (1987) asserted that “ESP should properly be seen not as any particular language product but as an approach to language teaching which is directed by specific and apparent reasons for learning” (p. 19). In addition, “it is an approach to language learning which is based on learner need. The foundation of all ESP is a simple question: Why does this leaner need to learn a foreign language?” (Hatchinson & Waters, 1987, p. 19).

Language teaching material plays an important role in EFL classroom. With the rapid development and competitiveness of materials publishers, ‘the wealth of published material for English Language Teaching (ELT) available on the market makes selecting the right coursebook a challenging task’(Cunningsworth, 1995, p5). However, there is no coursebook can be absolutely ideal for a particular group of learners (Cunningsworth, 1995); evaluation and selection of suitable material would be essential and important issues for language teachers. Each group of learners has its own needs and language teachers