In What Ways, If Any, Does the Role of the Esp Teacher Differ from That of a Teacher of ‘General English’? and, to What Extent Is It Necessary for the Teacher of Esp to Have Knowledge of the Student's Subject or Professional Discipline?

This paper will discuss the ESL students and the programming that must be implemented in order to have an effective contributing outcome. ESL students are defined as people whose first born language is not English. However, not all ESL students are immigrants, according to Alberta Education (2007) there are two main groups of ESL learners; Canadian – born and the second is termed as Foreign –born.

Our role as ESOL teachers is extremely diverse and includes many other aspects outside teaching in class, e.g. we can be a subject leader, a manager of learning resources, a curriculum developer, a tutor, an assessor, an advice giver, an administrator, a record keeper, an interviewer (Francis & Gould, 2009,

Echevarina, J., Vogt, M., & Scott, D. (2013). Making content comprehesbie for english learners: the slop model. (Ex: 4th ed.). Allyn con& Ba. DOI: www.mygcu.edu

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.

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

By now one should not debit on the language course language has changed over time. In this essay, I’m writing out a response to Young. To just give, you give a hard up Young is reported to Stanley Fish’s article from the New York Times titled “what should College teach? In Fish pace his talk of the need for standard English and it's important, he talks about the need of knowing all the English roles and Grammy, when it comes to Young he disapproves of the school teachers one English yet at home people speak something different, young toke his agreement to the next leave by writing is responding in Dialect and not bracing all the English Grammy roles. Young argument is that not even the highest educated people in the County follow off the English Grammy roles

An ELL student presents a challenge because they may require extra attention and instruction for basic tasks, therefore taking up important instruction time. Gottfried addresses this as well in his findings. In the study, he finds that teacher training is one of the most important things. However, years of experience have little to no impact on a teacher’s ability to teach ELL students; what did have an impact was extra formal training in English as a Second Language (ESL) courses. The more specialized training in ESL a teacher had, the better achievement and socioemotional skills both ELL and non-ELL students possessed, and this is good news for teachers. There are unlimited resources available out there for teachers to partake in to help bolster their understanding and success in teaching new things and students with different requirements. Gottfried also points out that when policy-makers, teachers, and administrators focus on how to improve classrooms without necessarily focusing primarily on academic achievement, then ELL and non-ELL students alike may have increased skills in many areas, including socioemotional. Therefore, any teacher overwhelmed with the task of teaching any student that requires special needs or attention can find resources and training to help them

“Hi, Nick! This is Shepard with the University of Oklahoma and I was just giving you a call—I wanted to first congratulate you. We’re going to be sending you a contract offer of admissions.” (Shepard). It was this voicemail that started my journey here at the University of Oklahoma. When I arrived at the University of Oklahoma, I was unsure what to expect in an academic setting. However, after experiencing several discussion sections of varying classes, I developed a better understanding of how language played a role in academics. Although I knew that my social language would be different in an academic setting as compared to a social setting, it was not until I took English composition that I was fully able to understand the significance of that language plays in education. Because of my experiences at the University of Oklahoma, I now comprehend that, in an academic setting, patience, professionalism, and interaction are all necessary forms of language that must be used in order to fully grasp elements of education that are not written inside of textbooks.

We’ve allowed a natural approach to language instruction to dominate our schools, hoping our English learners 
“will just figure it out.” (SCOE, 2009) This approach suggested by Kevin Clark proposes that teachers explicitly teach ELL by giving them a set of skills. Teacher will have to teach students not just vocabulary, but the sound system of language, the words and their word parts and meanings, and also rules for structuring sentences grammatically. Teaching students from this perspective can support a deeper understanding of the language. When the

The first of these approaches to solving the problem is in the EAP teacher writing their own source materials. Swales details that this is a lack of discussion in relation to the difficulty in finding the ‘perfect’ text in EAP resource books. He supports this claim by referencing to authors like Jordan’s (1997), Hyland’s (2006), and Dudley-Evans and St John (1998). The author stress how time consuming this task is and quotes Dudley-Evans and St John (1998) who note that it takes about 15 hours of the teacher’s time in locating the perfect material to be used in a one hour class. (p. 6) to reinforce his point. The author goes onto to conclude that this time is

Teaching, according to the Teacher’s Training Agency, “…is a job for those who like and respect young people” (2005). Andrew clearly from his responses, suffered during his schooling, and perhaps felt disrespected as a result of being labelled. His position as an educator a number of years later, enable him to look quite critically upon his educators, almost, one could argue with an expert eye.

In this article ‘No Education without Hesitation: Exploring the Limits of Educational Relations’, Gert Biesta stresses the importance teacher-student relationship and the ability to maintain learning without hesitating. However, one of the major drawbacks that come with the relationship between the teacher and the student is the likelihood that they may over-relate hence compromise space for education to take place. According to Gert, majorly, this occurs when the teacher tries to dig too much of a student`s information such that they get too close to each other. The risk that comes with too much closeness is that the education may tend to lose its significance especially when the teacher focuses more on the relational dimensions (Gert, 2012, p.1). The argument provided by Gert Biesta rhyme with those provided by Macmillan and Garrison’s erotetic education in that they both recognize the importance of communication in education. One of the major aspects of erotetic education is communicative competencies which ensure that students are able to dialogue effectively as part of improving their relationship. For instance, question sessions ensure that the dialogue is lively and is maintained all through the learning process. They believe that a teacher should teach students so that they can be able to generate questions which the teacher would then clarify on. According to Gert, the English language is inadequate in its distinction in that it is

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

The professional development of a teacher can be a challenging task yet not impossible. During the process of this course I have learned how to face this challenge. However developing my own ideas and style of language teaching is still a work in progress. As a prospective language teacher I take in all methods and principles this course as given me. In doing so I believe it will make me a better professional. This course has presented me with some thoughts ELT teachers need to have once the period of formal training is over.

This section outlines the historical background of EMI in terms of a paradigm shift in teaching content subjects through the English language. This section provides information under three EMI periods, namely before, during and after transitional EMI periods.