How Schools Use For Teaching English

Over the last half century, the internationalisation of higher education has become a priority for many countries particularly in Asian regions. This has had a significant impact on the use of English as a medium of instruction worldwide. The following essay presents an overview of how English is used in higher education institutions in both Malaysia and China. It aims to assess why English holds such importance within their education systems which this will be done through the studying of implemented government policies and student/academic staff experiences.

In this country good command on English is most important to communicate but most of the students from Saudi Arabia are not good in English. As a result it becomes difficult for them to communicate with non-Arabic speakers’ comfortably. This implies that learning also becomes difficult for these students as lessons in the institution are also offered in English. In that capacity, our organization embarks on giving English lessons to the members that helps them in getting better in English language. The classes for the same are held at the Islamic centre after the ordinary school classes every evening. Amid the initial couple of days or weeks after the landing of new students in the institution, providing this administration is ordinarily exceptionally troublesome as we are compelled to go about as translators to the students, particularly those with no information of English whatsoever. I learnt from my own experience at the organization as a Saudi student that the new students face issues in both communication as well as written English. They are neither capable of pronouncing English words nor writing these words in a correct way. It results in making communication extremely troublesome. Accordingly, I customize my lessons to focus on pronunciation and sentence development and on composition as well. Students are given a lot of reading material for pronunciation and

The author find some factors about oral English, including emotional reasons, culture factor, grammar and vocabulary, language environment, self-learning ability. These factors are important for improving oral English. Some problems and opinions about me, with the development of International trade, and many people go abroad for further education. Since our country has joined the WTO, the communication become more and more important, however, many students can learn English well. But they cannot express themselves by speaking English. The “dumb English” is common, from the research and my investigation, found some factors influencing middle school students’ oral English. This problem doesn’t attract students and teachers’ attention. They ignore the truth of language; the most important is speaking for learning.by communication, we can know other countries’ culture custom and habit, to improve this present situation. Students and teachers should pay more attention to oral English, balancing speaking reading writing and listening, give more speaking time to students. Let them not only learning but also speaking. The government should concern about students’ oral English, turn the important point to oral English, and devote more time and attention to improving students’ oral

In my country, English is taught as a foreign language. The school that I was teaching is a bilingual school. They use English as one of instruction languages. However, in a certain level, the instruction language is mixed between L1 and English depending on the need of students. I teach English for senior high school students. Their ages are ranging from 13 to 14. The students in this context are first-grade students in senior high school. They are divided into two level. The one that I am preparing the material for is the pre- intermediate level students. These students can understand a simple text even though they do not understand all vocabulary. They read graded reader book every week and have a test every two month. This reading activity aims for comprehension and vocabulary practice.t

Based on the numerous sources of sound data available, U.S. is currently out-educated. On the latest Program for International Student Assessment form 2015, the United States scored an average in reading and science, and below average in math. Results had been unchanged since 2000. U.S. scores are behind global leaders like Finland, South Korea and Canada. It is not a surprise that Shanghai outscored every other country, in all areas tested.

Teaching English as a second languages it can be a hard task if the instructor does not have in consideration the four main skills that need to be developed by the students, and how to use the methods, technics and approaches correctly with each level and group.

For the purpose of this assignment I chose Feruza, an Eritrean high school graduate. She was born and raised in Eritrea and came to live in Jeddah only five years ago. She studied English in an elementary school in Eritrea and continued studying it in an Eritrean International High School. She is not happy at all with what she has learnt during those years. She explained that during her elementary school years her teachers heavily focused on writing while neglecting speaking. When she continued her learning process here in Jeddah, her high school teachers focused only on speaking but not at the level she was expecting.

Although I have been teaching for fourteen years, I still have problems with teaching the English Language learners (ELLs) in my class. I realize that English language learners have a difficult time with school because some of them haven’t mastered the language and culture. However, I know as an educator that it is important that I meet all students’ needs and standards for my district. The course readings and discussions have provided an abundance of strategies to help me meet the needs of English language learners, as well as struggling learners with practical applications. To effectively teach all students, I need to be aware of my students’ background. This knowledge will enable me to build coherent lessons, encourage class discussions, and activities that will engage all my students’ participation.

In my research I am going to give another view of teaching English in pre-intermediate classes, because according to the curriculum of the education system of Uzbekistan, teaching a foreign language mostly consists of grammar ad structured dialogues that can be learnt by special English course books. And my goal is to prove that it is not only way to teach a target language in pre-intermediate classes and using video materials increases learners’ not only linguistic competences, but also awareness of cultural and pragmatic features of the English language.

The purpose of this report is to recommend to the Winn Parish School Board the teaching method that would be the most effective for teaching English Language Learners (ELLs). I analyzed two available solutions: the scaffolding teaching method and the differentiated instruction teaching method. I evaluated both teaching methods based on the flexibility in regards to allowing students’ needs to be met, ease of implementation of each teaching strategy into the classroom, and effectiveness of how of each method helps the students learn and complete what is required of them.

In many countries non-native English speakers are introduced of English as a foreign language in public schools as a required subject beginning in early primary schools. In Saudi Arabia, in 1927 the English language was introduced at the secondary schools without a specific syllabus. In 1953, teaching English language was introduced at intermediate and secondary schools with a specific syllabus (Al-Subahi, 1989). For many years in Saudi education curriculums English courses were compulsory and started from middle school up to secondary public schools, the students’ ages from 11 or 12 attended intermediate level and at age 18 finish secondary level. Nevertheless, private schools in Saudi Arabia start teaching English as a foreign language from first grade onward, however, there are a lot of students who still find mastering English very difficult, and their performance is still weak. I certainly regret that this is the case; looking back over our schools I believe they should inspire the students early about the importance of learning English language for the sake of their future. In short, learning foreign languages not just for giving ways to communicate with people in other countries, has become important for those who want to study and get a degree or who want a good job in other countries such as United States, British, or Australia. Teaching English language to Saudi children will open up new

Interestingly, the researcher thoroughly consulted the existing knowledge in the field of communicative competence so that he could get a clear and precise design to investigate the present research problem. Particularly to what extent secondary school teachers of English language focus on elements of communicative competence while they teach English as a school subjects to their students at Yaff 'ea districts, South Yemen. To reach

English language teaching is really a big challenge for teachers as it is difficult for them to instruct each learner or student to use the target language. This has become a real problem for teachers and students. This study is about the effect of pair and group work of improving the students speaking performance. According to “Gabriela Bunga Pramudhita (2008); it is very difficult for the teacher to make an effective class”. In this regard, there must be motivation which can be from both teachers and students. The problems in performing this really exist from the using and applying certain approaches by teacher who must know well which approach he must use according to the need of his students. In Saudi Arabia, students tend to be passive; therefore, the teacher should have a skill of forming and creating fun and good atmosphere in the class, so that he can prevent the students from tiredness and boredom. It is actually being better for the teacher not to use the way of lecturing; instead he has to use the way of interacting and participating with

For this report we are going to give information about our training of teaching English as a foreign language which took place at the secondary school of Abdrahman Ibn Rostom in Tiaret from Tuesday, April 7th, 2015 until Thursday, April 16th, 2015. Teaching is made up of different important ingrediIntroduction For this report we are going to give information about our training of teaching English as a foreign language which took place at the secondary school of Abdrahman Ibn Rostom in Tiaret from Tuesday, April 7th, 2015 until Thursday, April 16th, 2015. Teaching is made up of different important ingredients which are important for its success or failure; we have among them the methods of teaching, classroom management, teacher’s assessment and evaluation, students’ behaviors, classroom settings, and other conditional factors which are crucial for its completion. Before attending the training in this school, there were many elements that lead us to go there and many questions need answers. First as a student we have noticed before in our learning process in the secondary school that most of students neglect the subjects of the foreign languages such as English because of many factors. The aim therefore was to observe a class from the literary and the scientific stream to find out which stream is given much more importance to EFL learning. Second, as a would be teacher, we want to bridge the gap between theory and practice; that is to be trained for teaching in

The English language plays an unparalleled role in the educational system, mass media, courts, administration, commerce and industry in India. English has formed a deep psychological association with most Indians. It is firmly believed that a thorough knowledge of English is indispensable if one wants to come up in life. But the same kind of English cannot be taught to students belonging to different streams, in other words, the English that we teach our young students must suit their tastes and serve their needs.