Language Teaching Methods Used Throughout The History Essay

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

Presently there is a rising number of English Language Learners (ELLs) entering into classrooms all over the country. According to the three research studies that I utilized, there are several varied assessment approaches for teaching ELLs in reading (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). English Language Learners (ELLs) consistently struggle with some aspects of reading because, they lack background knowledge in terms of the generalized text selections, which they are often given (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). The data across all three journal documents agrees that there is an achievement gap where ELLs

Pachler, N., Barnes, A., and Field, K., 2009, Learning to teach Modern Foreign Languages in th

A fundamental principle of learning states that learners’ pre-existing knowledge is the foundation for all future learning…[and] because English Language learners’ (ELL) prior knowledge is encoded in their L1…activation and building on prior knowledge requires the linking of English concepts and knowledge with the learner’s L1 cognitive schemata…[which] cannot be done effectively if students’ L1 is banished from the classroom. (p. 319)

Language plays an important role in communication by bringing people together and enriching their relationships. Language can also alienate those who do not speak it properly, or at all, from those who do. The essays, Mother Tongue, by Amy Tan, best known for her book, The Joy Luck Club, and Se Habla Espanol, by Tanya Barrientos, delve into the many powers that language holds. These essays reflect how by not speaking a language in proper form and by not speaking a language at all, affects the lives of the subjects of the stories.

School has always been a place of business, in my opinion. A place where we are educated and prepared for life, essentially. And the proper way of doing so, as I believe most people have been taught, is to enhance all skills such as vocabulary, grammar, mathematics, etc... This is why we are taught so many subjects, being tested and guided to follow whichever path we feel most comfortable or skilled at doing. During the process, is where skills are established and developed. The product that is intended after having gone through school is to shape a well skilled, educated, and productive person that can benefit society as a whole. In limiting the teaching of Standard American English, we would be limiting the amount of people that can fulfill their potential, raise the difficulty for teachers, and accept mediocrity. In keeping this dialect, students will gain new skills and learn the language of business to prepare them for any encounters along the way. There is no need, in my eyes, to minimize or put an extent to teaching the English dialect and that is what I will personally support in this essay.

Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.

developing academic language in both English and French. The Lambert approach is seen as additive

Although the above factors can greatly hinder an ELL student’s success in the classroom, some argue there are other compelling issues that could contribute to ELLs in special education classrooms. One argument suggests that some districts place ELL students in special educations because support systems once in place for ELL students have been removed. Consider that at one point in the past, there was a history of integrating bilingual languages into the general education classrooms in the U.S. regardless of where you lived. Wiley & Wright (2004), indicate that in these programs, districts provided ELL students with linguistic support in bilingual/general education classrooms. However, over time there has been more of an emphasis on resisting bilingual education and mainstreaming ELL students in general education classes (Wiley & Wright, 2004). Nevertheless, ELL students are not being supported and are left with little linguistic help in the classroom to acquire English. The consequences being they are expected to keep current with their native English speaking peers. This can have devastating effects on ELL students struggling to learn English as it can take up to 7-10 years to become proficient in English (Fernandez, 2013). It can be concluded that districts are responsible for removing the support systems within general education classrooms and, thus, creating more ELL students to be referred to special education classes.

     If I say that I am currently employed with a major petroleum distribution center, you may think that I am a highly qualified person making limitless amounts of money. However, I am using the power of language to merely say that I work at a gas station making minimum wage. Great historical figures throughout history have used the power of language, the ability to use words to their advantage, to inspire people to unite under one common cause and to change the world.

Throughout the academic years, I took essential linguistic courses about language and language acquisition theories including Phonetics, Linguistics, Syntax, Language Acquisition and teaching, language the law, discourse analysis, corpus linguistics, and forensic linguistics field method. The linguistic courses that I have taken during the college years and Master’s program provided a strong foundation and motivation for me to further pursuit a linguistic expert in SLA and bilingual education. Moreover, throughout my academic experience

Many considerations need to be addressed when teaching English language learners. To help English language learners, teachers must have a basic understanding of the interferences these students face and how they affect the ELL. Teachers have to be knowledgeable about phonological and morphological differences with their ELL student’s native language. Teachers must be aware of their students’ phonemic awareness and be able to assess their students’ level of knowledge appropriately. To be receptive to all students’ needs, teachers must acknowledge them so they can teach the student the interferences and how they work in their new language.

     “In the world were over seven thousand languages have exisisted, one language had become dominate. This dominant language is English.” “In the majority of countries throughout the world speak English as their second or first language, no longer just America or England.” English has taken many forms, American English, the Queen’s English, Australian, Canadian English, and several others. Even American English has taken several types of English, Jersey English, East Coast English, West Coast English, Southern English, slang English, and Ebonics. All of these languages have major variants between them, but are all of them are still understood aboard. Without English the world couldn’t operate,

These three generations of language teaching are seen parallel to three generations of language testing. Through this shift, new ideas about language testing and new ways of evaluating the performance of

English as a medium of instruction has developed as a global trend for a range of reasons. Nowadays EMI is truly a global phenomenon. In this literature review, I look at the historical backgrounds of EMI in three periods prior to a global phenomenon. What is more, I reflect upon the current developments of EMI at tertiary education focusing on the spread of EMI into the global universities, EMI in European universities, EMI in Asian universities and EMI in Thai universities. In each section, I link the current literature review to my initial research at the end of the sections in order to form my research grounds.