Finding Ways For English As A Second Language ( Esl ) Learners Essay

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.

The proposed research is designed to analyze one of the major issues in contemporary education which is the educational achievement gap between ESL (English as a Second Language) students and native English speakers. The research is designed to study the lack of effort from school officials to integrate cultural needs of minorities in their education which enables them to succeed as much as others. The focus of this study is to compare the academic opportunities between ESL students and native English speaker students and said opportunities affect their academic success. Participants will be 100 siena students 50 ESL and 50 native English speakers. Participants will take a survey in which they will provide information about their educational experience in middle school and high school and how said experiences affected their educational achievements in a negative and/or positive way.

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

Presently there is a rising number of English Language Learners (ELLs) entering into classrooms all over the country. According to the three research studies that I utilized, there are several varied assessment approaches for teaching ELLs in reading (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). English Language Learners (ELLs) consistently struggle with some aspects of reading because, they lack background knowledge in terms of the generalized text selections, which they are often given (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). The data across all three journal documents agrees that there is an achievement gap where ELLs

ESOL teachers should ensure that all learners are treated equally and have equal opportunities regardless of their race, sex, cultural background and abilities. During the observed lesson, the teacher treated the learners with equal respect, he gave them equal opportunities to participate in the activities and discussions, he listened to everyone and respected their views and opinions. The class was conducted taking into account the multicultural nature of the class and different backgrounds of the students.

The ESL scales have been developed to help teachers clearly understand the level at which each non- English background student is working in all of the language skills; listening, speaking, reading and writing. These skills develop differently, at different stages and the role of the ESL scales is to identify the level and strategies needed to improve the student’s proficiency. “A knowledge of the ESL scales supports all learning areas and enables those involved in education to cater more effectively for students whose first language is not English.”(ESL scales,)

August first 2012 was the day I moved to the United States, I remember it like it was yesterday but I can’t express in words how scared was I coming to a new place with no friends, and without the ability of making friends because I couldn’t say a word. Three years fast forward, I’m finding myself seating in front of my computer and trying to convince you that I’m ready for ESL.05. As a second quarter DeAnza student I have taken five ESL classes so far. For me each one of those classes is like a bus stop that you need to wait for the bus to arrive in order to get to your destination so ESL 273 was a bus stop that I needed to wait in order to get to my destination ESL 05. ESL 273 has prepared me to ESL.05 by teaching me important writing strategies,

The article Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms, is written to inform the readers about different types of practices that teachers can take into action when working with ESL students. In this article, it mentions how different principals help to accommodate the ESL students. One of the principals that was mentioned was is that learning is social. In the article, it was mentioned that learning is social because it helps students to understand and use interaction with others to share meaning in a social setting (Smith, Teemant, & Pinnegar, 2004, P. 39). In the article, another principal that helps ESL students is that teaching is assisting. The meaning

During the 1990s the immigrant population expanded quickly and by a large amount. According to Eggen and Kauchak (2007) “experts estimate that by the year 2020 two thirds of the school population will be African American, Asian, Hispanic, or Native American. This means there will be great cultural diversity in our society and in our schools.” Educators will need to be educated on how to teach in a diverse classroom. Teachers will need to have an understanding for English-language learning children and the way they learn. All educators must be able to teach ELL students while encouraging them to continue to use their native language while learning to speak English. Teachers must also remember to try to keep all families

Acquiring and learning a second language do not refer only to handling oral communication skills. It is more than that; it takes the students´ abilities in enhancing their lexicon, their management in syntax, and their perspective about words´ influences in people. Thus, summing this up, it is indispensable that ESL students have a grand deal about linguistic knowledge. In other words, ESL learners not only require speaking, but also reading, writing and thinking in English when they complete whatever English career.

English is an international language which is used officially all around the world. Anybody who wants to make connections with the world we live in should learn English. I had English language classes in my secondary and high school years. I also took some private English learning courses throughout summers in my country, Turkey. However, I could not improve my English effectively as all Turkish students in Turkey. I fully agree that English will be learned most efficiently in the boundaries of an English-speaking country not in the home country because of some cases. Therefore, I came here, USA, to learn English better after graduation from my university.

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

“English Language Learners (ELLs) do not succeed at the same rate as their English-speaking peers” (“Ensure ELL Success With Language-Learning Solutions”). Therefore, it proves beneficial for students who seem to fall behind in their educational development. ELL students come from the same generation as native English speakers, therefore, they come from the technology era. Incorporating technology into their learning process keeps them interested and reeled in to the given lesson, which is crucial in today’s classrooms. The students will, “find themselves more engaged in learning when they are using a device… research shows that usage of language-learning curricula greatly increases when it is provided via technology” (“Ensure ELL Success With Language-Learning Solutions”). Online tools used for ESL classes have become a popular source of education in today’s civilization, and have proved to be quite effective.

As we know that learning English in India it is gradually becomes very important due to century as well as techno-age is concerned. We all knew that English is taught either as Second Language or Target Language. It is very difficult for student-beginner who recently starts to learn English language as foreign language. One of the vital and pivotal pivot roles of learning Foreign Language is to open the treasure hidden in the literature of a particular language. To reveal such treasure one needs to be mastered in different methods of teaching the foreign languages. This makes easy full for learners to learn foreign language. If we want to understand different method of teaching foreign language things linguistically we can understand it as “A method in linguistics and language teaching determines what and how much is taught. The order in which it

English as a medium of instruction has developed as a global trend for a range of reasons. Nowadays EMI is truly a global phenomenon. In this literature review, I look at the historical backgrounds of EMI in three periods prior to a global phenomenon. What is more, I reflect upon the current developments of EMI at tertiary education focusing on the spread of EMI into the global universities, EMI in European universities, EMI in Asian universities and EMI in Thai universities. In each section, I link the current literature review to my initial research at the end of the sections in order to form my research grounds.