Language Teaching Case Study

English Language Learners are children whose primary language is not English. This paper will include important topics such as: strategies for classroom teachers, How to adjust classroom instruction, and facilitating language learning. This will help guide new and existing teachers in the ELL process. I will discuss do and don’t with Ell’s and also different classroom strategies. It is not always easy to remember to be mindful of all students when planning instruction but this paper will help with all aspects of ELL learners and things that we must do when it comes to teaching these learners.

Immigration population continues to expand therefore, increasing the number of students who are not proficient in English and requiring protection under the law. “Approximately 5 million students in the United States schools have limited English language skills that affect their ability to participate successfully in education programs and achieve high academic standards” (Contreras, 2011). Having both federal and state mandates allows equal protection under the law for English Language Learners (ELL). ELL’s presented many legal concerns and violation of rights that were protected by the Constitution as they entered the school system. Students were segregated from non-ELL’s. Students were not given supplemental materials for instruction.

English Language Learning program to elicit their level of satisfaction with the bilingual programs. The survey should contain questions regarding the amount of time students spend in the ELL classroom, whether or not the teachers feel their students’ needs are being met through these program, and whether or not they feel their students are adequately prepared when the time comes for students to exit the programs and fully transition back to the regular education classroom. Furthermore, the survey should elicit teachers’ opinions regarding the need for further professional development. Teachers’ feedback about the need for further professional development will aid the

Nowadays, English has become the Global language. It is the language of science, technology, economic, etc. As a result, learning English has become an essential need for everyone. While learners try their best to reach their goal of successful communicator in foreign language, teachers find ways to make language teaching effective. In this fashion, considering and choosing the right way in teaching is prior thing for all of teachers and I am not an exception. We have witnessed the dominance of Communicative Approach with Communicative Language Teaching in the world in general and in Vietnam in particular recent years. For me, I will use the Eclectic Approach to teach English in the future due to

Archakis (2006) states that the communicative approach has recently prevailed. The purpose of language teaching is to help learners to practice relevant cases of communication. According to the communicative approach the language teaching has to be directly interrelated with contextual components. The stress of language teaching needs to be language use in social events, that is, students should be aware of the socio cultural and sociolinguistic skills for appropriate language use. Oral discourse is an entity of a range of discourse genres such as a lecture, conversation. Oral speech should be taught on a regular bases involving students in various activities and social circumstances. The teaching of oral discourse should be centered on the specific features of oral speech that promotes participation. It is very helpful for students as contemporary society concentrating on oral conversational speech and its peculiar daily used devices. This leads learners to the production of dramatization, interpersonal contribution, arguing competence as well as building identity as critical

The Communicative Language Teaching method, or CLT, is a product of the theory of communicated competence in language teaching. Communicative competence focuses on the ability of learners to comprehend and be comprehensible with a certain degree of fluency. The advent of communicative competence signaled a change from the prevailing theory of linguistic competence which focused more on the form and structure of language. However, although CLT heavily focuses on communication with the belief that the purpose of language is the ability to use it, it does not do this to the exclusion of the form and function. In CLT, grammar and vocabulary are learned as a result of the communication rather than through direct instruction.

Task-based language teaching (TBLT) is regarded as a natural extension of communicative approach (Harmer, 2007). Task is defined as ‘a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form’ (Nunan, 1989:10). In other words, a task emphasizes on language communicative functions and requires participants to convey meaning effectively. According to Prabhu (1987), learners tend to achieve a higher target language proficiency when training through communicative tasks.

Developing language acquisition and enhancing communicative language facility are the worldwide goals of existing English language education. Numerous endeavors are made to attain these aims since it is the language of knowledge as well as the

“The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language (Communicative Approach, 2006)” .

Over decades several changes have been witnessed in the field of teaching foreign languages, indicating shift from teaching methodology to strategic language learning. Language learning Strategies is a pertinent topic in the field of second and foreign language education taking credit from enormous studies that what an important role language learning strategies play in the acquisition of foreign and second language.

Although many language educators have surmised that the communicative method along with the aid of technology is effective in language acquisition, the findings on the use of modern day technology along with the communicative approach seem to be inconclusive.

Wilkins (1972) carried out an analysis of the communicative meanings a language learner needs to understand and express, and developed the idea of learning notions and functions. In line with the fundamentals of the Communicative Approach, this Unit of Work intends to make students aware of the importance of the foreign language as a mechanism for expression of emotions and communicative

The linguists and teachers have interpreted CLT in different ways, because there is no single universal model of CLT. According to Littlewood, (1981, cited in Richard and Rodgers, 2015: 86) CLT pays systematic attention to the “functional as well as grammatical aspects of the language”. Wilkins (1972, cited in Richard and Rodgers, 2015:85) described ‘the system of meaning’ that serve the bases of communicative use of language, i.e. notional and functional categories. According to Hymes (1972, cited in Canale and Swain, 1980:1), it is competence ‘when to speak, when not, and as to what to talk about with whom, when, where, in what manner’. Thus the purpose of teaching is to develop communicative competence among the learners. Halliday (1970) also supports Hymes’ theory of communicative competence. In his theory of functions, Halliday, (1975, cited in Richard and Rodgers, 2015: 88) explains that communication competence is achieved by studying the ‘language in use’.

More than 90% of the students at both levels believed that the communicative teaching approach focuses on speaking skills (because students are exposed to various communicative activities, such as group discussions, role playing, and debating). However, the components of communicative competence, which are linguistic, sociolinguistic, discourse and strategic competence (Dai & Chen, 2008; Hedge, 2000), and the purpose of CLT are far more complicated While Looking at English language as the accepted international means of communication and thus become the second language of non-English speaking countries, educators and governments in East Asian countries are intensively addressing the need to increase the number of people in their population who can communicate effectively in

In this report I will be comparing my views on teaching with those of an experienced teacher ,a learner and three experts, using: Concept maps, interviews and pre-assigned articles. I’ll explore a little of second language vocabulary acquisition, theories and