How Schools Use For Teaching English

There can be several different reasons why an English Language Learner can have troubles comprehending the English language. Poverty can play a huge role when in explaining why many English language learners have the troubles in mastering the English language. The State testing has varied throughout the years, along with the degrees of assessments and progress. Teachers also need constructive feedback to properly assess their own progress. The increase prescription of ADHD medication can also be a factor. Programs like SLADI in effect that pulls ELL’s from mainstream classrooms to focus on advanced grammatical structures of the English language; all in which, have been unsuccessful in aiding the student to acquire mastery within the English language domains of reading and writing. Comparing a personal experience I had dealt with wasted school year time, regarding an ELL student, involves a teacher being out of touch with her student and giving inappropriate leveled work. All of these issues work hand in hand. The ultimate goal is to teach literacy and to reach proficiency within the English language.

What is the language that most kids are taking throughout their elementary, middle, and high school years? Some would guess French and German, but most would guess Spanish. In today’s world more people than ever speak a romantic language. Some would argue that by learning the basics of Spanish, that allows you to be able to travel and communicate with anyone who is able to speak a romantic language. Others may argue that choosing a specific language that a child desires to learn is more valuable. Spanish should be the only language taught in schools due to the repetitiveness that is instilled within the children, and the commonness of the language itself.

A large class of elementary school students can affect the learning outcome because it can be a hard task for the teacher to reach every student. Elementary students don’t know to ask questions when they do not understand something. The material may not be sinking in for the student and the teacher may

As Dr. Tom Stritikus described, an effective school in teaching ELL students is one that shows school-wide commitment, connection to the community, high quality learning environments, and connections with student lives (Laureate Education, n.d.). To make this need even more profound, he went on to state that by the year 2026, 1 in 3 students will speak a language other than English as their primary language as there are more foreign born individuals now than ever before and the numbers are expected to rise drastically in the years to come (Laureate Education, n.d.). Therefore, something must be done to support bilingual education. Until just recently most reviews surrounding bilingual education have been “narrative”, favoring all-English programs. It is also important to note that the latest reviews used a further refined methodology which is considered more precise and accurate than previous approaches. This more objective method is known as meta-analysis. Reviews surrounding this type of method conclude that bilingual education is more effective than all-English programs in helping children acquire English and progressing academically (Krashen, S., & McField, G., 2005).

Language as a medium of teaching is one of the common factors in the teaching-learning processes. In terms of instructions, some learners fail to do such tasks due to misconception or misunderstanding. Oftentimes, they were also inattentive in class interactions due to the teacher's use or choice of words whenever he/she is explaining. In today's 21st century education, it is a fact that seventy percent of class performance is given to the students while the remaining thirty percent is allotted to the teacher as entitled to be the facilitator. Throughout the instruction, classroom practices which adopt

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.

Since I came to the Unite State, English has became a most significant thing in my life.However, before I was in China, English wasn’t my good subject at school, it could be a worst subject for me. Most of time, I gave up learning English. I thought it is hard and I will not use it in my life. Now whenever I thinking back I feel ridiculous. Perhaps it is my fate, I have to learn English again for living in America. My experience about learning English is knowledge needs to accumulate. If you any knowledge point that you miss it, you will be difficult to fix it.

One specific learning need for this student as an English Learner is that he reads English two years below grade level. This means that any academic content that is presented through text will be challenging and difficult for him to comprehend. This need will greatly affect his abilities to participate in the given student activities. An additional learning need that Guillermo has is that he has difficulty using correct grammar when writing or speaking in English. This means that not only will it be difficult for Guillermo to express himself, but it will also be difficult for the teacher to accurately assess Guillermo’s knowledge and skills with regards to the lesson and the learning goals. This will also, once again, make full participation in the student activities of the lesson difficult for Guillermo. While it is clear from his responses that Guillermo struggles with correct grammar when writing and speaking, his written response is the better of the two; it has more details, is longer and uses more complex sentence structures than his oral response. These difficulties are typical of a student at his CELDT level of Early Intermediate. His limited English vocabulary at this stage will be impeding his abilities in reading, writing and speaking.

Student name: Latifa Fahad.Academic number: 213173469 Under supervision of: Zahraa El-ShahatTable of Contents: Page Number Section 2 Abstract 2 Introduction 3 Literature review 4 Significance of Research 5 Research Question 5 Research Methodology 5 Ethical Considerations 5 Limitations of the study 5 Expected results 6 References 6 Appendix Abstract: The effect of teaching method and curriculum content in respect of the different institutions of government schools in language acquisition for the age group between 13-15 Introduction: The ways public schools use for teaching English are not right, forcing many to look for other ways to learn, some resorted to buying books, tapes or CDs. Some went to study in private institutions for a better

This paper will explore English education in Japan. Firstly, I will examine the situation of English education. After that, I will talk about several theories of language acquisition. Finally, I will suggest how English education in Japan should be performed to effectively develop English communication skills in school.

A petition has been filed in the Supreme Court challenging the government?s policy of using English as the medium of instruction in our schools. According to those who filed the petition, the push for the use of English in our classrooms will only lead to further deterioration of what?s already been described as a rather inferior quality of education.

Actually, I haven’t felt so happy about my English skill (Ok, my weakness is more when speaking but is not usually when writing). I did not have to afford difficulties when responding to the quizzes. The strong bases I learnt, as a ELL and a MODL teacher provided well results and the Folse chapter, give me the opportunity to go further in terms of different kinds of ELL issues.

Great attention has been paid to the development of English Language Teaching (ELT) in China in the last few decades since English plays an increasingly important role in social, cultural and technical exchanges between China and the rest of the world (Jin & Cortazzi, 2002; Wu, 2001; Qin, 1999). The year 2000 has witnessed an innovation in ELT for the emphasis started being put on the quality rather than the quantity of education and then ELT was expended to primary education in 2001 (Wang, 2006; Hu, 2002; MOE, 2001a). In the same year, the “National English Curriculum Standards for Compulsory and Senior High Schools (Experimental Version)” (MOE, 2001b) were also issued, which set the overall aim of ELT was to develop students’ comprehensive abilities in language in terms of language skills, language knowledge, affects, cultural awareness and learning strategies and the general English teaching objectives were also divided into nine levels. In such a context I chose a compulsory English language course with a class size of 45 for Grade 6 students aging from 11 to 12 in a public primary school in Zhejiang Province in China, identifying its problematic element, analysing how it relates to the rest curriculum development elements and proposing recommended changes as well as the mechanisms used for evaluating the changes.

importance for me. Although I have been practicing English for ten years, I need to

In India, parents choose English as the medium of instruction for their children because English is the language of computers, language of business, language of science and technology and the list is endless. By grasping the mind-set of the parents and societal needs, the schools in India try to be monolingual by aspiring to fulfil the wish and objective of the parents. But the Indian societies are multilingual and hence the children who hail from diverse background fail to adapt to changes. The children who have been trained to think in their mother-tongue feel depressed and agitated when they are compelled to learn in English. On the other hand the students who learn in their mother-tongue are compelled to join in English