Is Teacher Directed Teaching More Effective Then Student Directed As A Teaching Method? Essay

As Zentella has studied within these three families, she finds an assortment of variation, even in individuals that come from the same family. The author argues that children coming from similar backstories range differently in their expertise in the language of their immigrated parents and the standard language of their residency. She concludes that because each family’s outlook on learning a second language and each individual’s preference challenges one another, one’s ability to learn a second language varies as well; there is no solid explanation as to why some people from the same background are more advanced in Spanish rather than English, and vice versa. Most people would not have taken into account of all the different contributions that this author describes, including gender, social preference, location, and personal beliefs. The common person would assume that acquiring a second language is possible for these families because they are surrounded by it, and that they would be able to maintain both their primary and secondary language. However, the author does analyze the contrasting opinion through observing the differences found in her study. She finds that the development of each person greatly varies to where each has different learning abilities and preferences. Where they live, whom they are in contact with, gender, and even their own personal behavior affects their unique growth. Since all have varying opinions, their decisions and values are placed accordingly to their own desire; in conclusion, these are all major factors in how people’s language skills

Purpose: To highlight the difficulties students have at school and at home when it comes down to learning a language which they aren’t acquainted to and the consequences of such, depending on their social background.

Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).

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.

The main goal of the initiative is to boost Aboriginal student achievement, help close the gap in achievement between Aboriginal and non-Aboriginal students, and increase public confidence in publicly funded education. The document unpacks into eight sub topics: Aboriginal Peoples and Organizations; Culture, Tradition, and Language;Cross-Cultural Perspectives; Celebration; Aboriginal Contributions; Current and Historical Issues. By unpacking the initiative it is easy for educators to navigate through the report.

Like many non-Aboriginal teacher’s, I have not a considerable amount of experience teaching and engaging with Aboriginal students. My comprehension and learning of utilizing correct terms to describe or speak of culture and worldviews are restricted. Having knowledge and understanding of these tools, is an absolute necessity to a successful teacher to all children and background. This reflection, on self and overview of the unit will be in connection to three sub topics and provide indigenous studies for all students, knowledge of all topics and achieving Australian Institute for Teaching and School Leadership (AITSL) standards (2017).

Michael Gottfried, from the University of California Santa Barbara, wrote this article in 2014, in which he examined the effects of having a greater number of English Language Learner (ELL) students in general education classrooms on the other students in kindergarten and first grade. He based his research off the “research gaps” (Gottfried, 22), that other studies have done to examine this same issue, examining students’ achievement and socioemotional skills. Gottfried states that there are four primary ideas that other studies within the same topic failed to consider: studies focused on only the ELL students in a mainstream classroom, the studies only focus on student achievement, the studies have left out many factors within a classroom,

Navarrete, Lori, Nevada State College,Watson, M.R Silvana,, Old Dominion University, Council for Learning Disabilities, English Language Learners:The Impact of Language and SocioCultural Factors on Learning, (August

Language is the primary way to communicate, learn and express identity. Some language learners are successful by virtue of their sheer determination, hard work and diligence. However, there are other crucial factors influencing success that are largely beyond the control of learners. ' 'Second language is any language other than the learner 's native language or mother tongue ' '(Mitchell pg 5). To be successful in second language acquisition, there are various factors which act as barrier in the process of learning English as a second language.

That is because bilinguals’ switching between two language systems provide them with a larger linguistic reservoir, which includes “metalinguistic” skills, knowledge can potentially be transferred between language and thus may be helpful when acquiring a new language. However, they suggest that students who speak another language at home tend to lag behind their monolingual peers in the majority language of the community, and this gap in the language of instruction can affect their academic performance across learning domains (Maluch, Kempert and Stanat 6). They think weak majority language student might have trouble in “comprehending explicit information” and might “have limited resources with which to engage linguistic transfer” (Maluch, Kempert and Stanat 6). In brief, bilinguals have more advantage in cognitive and other skills than monolinguals do, yet several factors like background characteristics and language proficiency can affect this result.

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

Some research results suggest that in the course of obtaining a new language builds communication, social relations, and learning obstacles for English language learners, thus prospectively delaying the learning course and being part of the cause to later consequences in educational success (Baker, 2002) Other researchers have also determined in a study of second generation migrant offspring, the way these children are regarded, and the socioeconomic circumstances in which they are raised, is highly significant in their educational success (Baker, 2002). A panel of experts on English-Only Legislation has stated that the English-only movement can have harmful effects for the delivery of psychological, educational, psychometric, and health services

Language is a key part of any family, community, culture and the human race. Without language the world today would be much different. From cavemen, to the Egyptian use of hieroglyphics, to Old English, to more than 6,500 languages spoken around the world today, the advances that humans have made in language is remarkable and inspiring. The ability to speak, read, write and understand more than one language is also remarkable and expands the liberties in life, especially for young people. High school students should be required to take at least two years of a foreign language class in order to graduate, as many recent studies support the benefits of doing so. Students who have learned a foreign language in high school have proven to have a

There are various instructional approaches but one that is widely employed by many teachers is the direct instruction approach. This is the classic teaching style that many people remember during K-12 grade school. The teacher would stand in front of the class lecturing while writing on the black board. That is why direct instruction is also known as “Chalk and Talk” (Evans, 2006). Direct instruction is not out of date and is still appropriate in many situations today. The following will discuss direct instruction and a few scenarios in which this teaching approach is appropriate.

Thirty three college-level foreign language learners who are in their fourth semester were included in this study. They are English-speaker learners of Arabic (n = 7), Chinese (n = 7), Russian (n = 8), and Spanish (n = 10) with no experience of studying abroad. Twenty two participants are female and the rest are male. The writers were aware that their participants might had different level of second language proficiency despite the similarity in the length of learning. The, however, did not mention how these participants are assigned to the study. Neither did the writer explain whether the participants of similar language were taking similar classes or not. I think