Evaluation and Adaptation of Coursebook

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

At Brindishe Manor our SLT and SENCO are responsible for EAL tracking. The resources needed to support these children are planned and delivered by class teachers, which is then reviewed by a teacher with Teaching and Learning Responsibility (TLR) for Modern Foreign Languages (MFL). I have observed several different teaching styles used in Brindishe Manor to support EAL children and I will be assessing the effective use of these strategies.

It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs.

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

Each year, schools across the nation are seeing an increase in the amount of English language learners they are receiving. Teachers of all grade levels are finding it harder and harder to teach these ELLs because of lack of or little to no proper training. So the article, Setting the Foundation for Working with English Language Learners in the Secondary Classroom aims to show you the ideas and strategies that current and future teachers can incorporate into their daily class lessons to make them more effective in meeting the academic needs of ELLs and in helping them learn the target language.

If a survey was carried out among teachers of English for Academic Purposes (EAP) and Teachers of English as a Second Language (TESOL), a finding would be that a major concern for teachers is the inability to find appropriate material or the perfect text for their lesson. This is the basis for the article by Swale. Swale in his investigation puts forward two different options to overcome this problem. At this stage the author notes that no matter what approach is taken, the teacher needs to double as an editor or in some cases a material developer/writer.

Classes in ESL Services are designed for their students’ needs and the faculty helps them to achieve their English goals. The English Language Program (ELP) has not been fully developed. The class I observed is just beginning to incorporate the needs of non-English speaking students due to the need of ESL students. A teacher assists 4 students.

I did too enjoyed this class all the material was related to serve the ELL students.  In some of readings differents strategies were point out by content teachers to instruct the ELL students. In my personal opinion,  there should be more training in assisisting and supporting ELL students in learning English. This class has been provided it me with a great source of  knowledge to teach the ELL student in more effective and efficient way.

I think first of all, it is better to make clear of what population I want to teach. Adult EFL learners who urge to learn English for everyday communication is my target population (for example, a Chinese designer want to go to Hong Kong to introduce his product, he may need some basic English to “survive”.). The program should be at least a-year long, at least 2 hours a day, 4 times a week, and it should be longer or

Based on the knowledge gained from this course, I believe assessment literacy matters because assessment is about the process of growth. Assessment literacy gets to the heart of education as it is more than just testing and teaching. When educators are assessment literate, they provide transformative opportunities for their students. They enrich their learning environments beyond traditional assessment

This critical evaluation therefore reflects upon a range of AfL strategies used within a unit of work on construction techniques for a year 10 textiles class at School X. The analysis was made across 3 consecutive lessons over 3 weeks, each lesson would include a different AfL strategy or a combination of a range of different strategies.

English for Specific Purposes or in short ESP can be elucidated by two distinct characteristics. One of them is absolute characteristics which tells us that the use of ESP needs to meet the explicit requirements of the students. On the other hand, variable characteristics shows that ESP can be further split into more detailed and explicit situations and approaches, which can be very different from the traditional usage of the English language (Mirza, 2014). In ESP, the usage of authentic materials have been a hot debate various authors because it possess some advantages and disadvantages for the learners and also the teachers.

The utilisation of textbook always creates a controversy. Firstly, Hardwood (2014) argued that in many ESL and EFL classes, there is a tendency for textbooks to play the role of the syllabus, thus teachers are expected to teach based on it accordingly. In the same line, Ball and Gower (2011) mentioned that within this context of use, textbooks become the tools to maintain control over the instructional process, usually by the government or head of the institutions. They believe that this could lead to teacher’ over-dependence to the textbooks and the downfall in their creativity that is crucial to promote students’ engagement with the learning process.

He added that creative writing motivates learners to consider literature in the second language. (p. 103). A survey conducted among 50 leading ELT professionals by Maley (2009) to explain the purpose behind the incorporation of creative writing with aesthetic reading in language teaching environments. The questionnaire survey’s results that took place in 2006, suggested four areas which are positively influenced through the use of creative writing in EFL teaching and they are listed as follow:

In the field of language learning, course books and materials play a crucial role in order to teach effectively. We as teachers need course books or any kind of materials in order to teach the components of the language to the students. It is quite impossible to teach without any materials because there should be something for students to read or to see in order to understand something. Therefore, teaching materials are really significant in language learning. Teachers sometimes purchase their own course book or the government gives to them. Teachers can find whatever they need to teach in these course books however sometimes they can look for additional materials to support the learning. Before choosing the materials, teachers need to evaluate them in order to get an effective material. There is no best course book which can suit to the all contexts because the needs of the students and teachers might differ. So, teachers need to evaluate their own course book according to their context. There might be many contexts such as; teaching English to adults in order to develop their speaking skills or teaching English to young learners. Because of that, evaluators must be aware of different contexts and evaluate according to them. Cunningsworth (1979:31) agrees: “Course materials are not intrinsically good or bad – rather