Learning and Teaching Vocabulary for a Second Language

The most effective methods for teaching are being in a communicative environment where the language is spoken through dialogue, creating stories, brain links, and more. Also, I am interested in Total Physical Response (TPR), where the students associate words with actions. This can later be tied to storytelling (TPRS), where the students act out the narration showing their comprehension. I know this because I have done this with students, and they surprising learn and grasp the language better. The most important aspects of my teaching are motivation and teamwork. Without motivation students would not want to work, the class environment needs to be warm and welcoming. I do not want the students to be scared to learn another language, but open to the idea of it. Teamwork is also key because working on your own can be

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

2.2 - Teachers will demonstrate a knowledge of the research and theories behind second language acquisition and how they apply to the

Teachers modify their lesson plans to help their students reach mastery. Overall, it appears that teachers are successful when they understand their students and are able to incorporate elements of specialized needs into the lesson and to think about potential student misunderstandings before they occur. All information for this analysis is taken from case number 0001 under the ENL category. The video takes place in a 7th grade English as a Second Language (ESL) class. It is evident that the teacher understands the needs of each of her students and incorporated this knowledge into the lesson to ensure differentiation. Specifically, the teacher adjusts instruction to help meet the needs of the students by asking each individual to read from a worksheet so she is able to facilitate learning within a social setting. The teacher engaged the usually quiet children by asking probing questions which in turn enriched their problem solving skills. In addition, she helped each student correct their pronunciation in such a way that they would not feel embarrassed or attacked because she was aware of their reservations about reading out loud. Unbeknownst to the class, the teacher took the children’s cultural needs into consideration as well. In the overview of the video the teacher noted

To conclude, in relation with the findings made and my own experience on my practicum in a public school, I can realize that my beliefs were similar to the students who participate in the research. Nevertheless, the only difference is that I do not agree with the memorization of the rules instead, with the internalization by connections with their mother tongue. Also, I believe that in our practicum, we tend to copy the strategies that our mentor teachers use, which are the mechanic activities, paper sheets or drills, and so forth, letting our belief that English is acquired through

Vocabulary instruction plays an important role in developing language with ELL students. After conducting the research project on the importance of vocabulary instruction and reading comprehension, I expect to continue supporting my students with necessary vocabulary instruction in order to grow their knowledge of language. I will continue to collaborate with our ELD teacher when selecting vocabulary as well. My future project will be focused on the best scientifically-based practices to deliver vocabulary instruction to ELL

My experience as an English Language Learner (ELL) has allowed me to gain an understanding that all students are unique. Each student brings different experiences, customs, beliefs, and traditions into the classroom. Therefore, to effectively enhance learning, their background must be given great consideration. For that reason, I will stimulate learning through class lectures, hands-on assignments, classroom discussions, individual assignments, group projects, and technology. By using different methods, all students will have the opportunity for growth, whether they are visual, auditory, or kinesthetic learners.

Imagine a classroom where the teacher structures the learning environment to promote language acquisition through modeling, imitation, and practice. In this classroom, the teacher provides clear goals and objectives for the lessons and students listen attentively, following every command. By embracing the behaviorist view in the classroom, the teacher operates as a facilitator. Within this role, the teacher “structures the learning environment through various antecedents and consequences” (Posts about Language Acquisition Theories on Ellclassroom, 2008). The teacher focuses on modeling, imitation, and practice of grammatical structures. When given a command or drill, students would repeat the same oral and pattern drills. When errors arise, it is important to address these errors as soon as possible to avoid fossilization, or loss of progress in the target language. In other words, students would

For students who are learning a second language, school can represent a heavy task. As teachers we need to support them and pay attention to their language needs. There are many strategies and ways to educate English Language Learner students. However as educators we must first create an environment of respect and include English Language Learner students in our teaching lessons. We also need to provide them with meaningful and comprehensible lessons that will help them grown academically. My three major goals that I have for my ELL students is build on students ' background knowledge to increase comprehension, increase ELL students ' English language production and peer interaction, and increase ELL parent involvement. First of all, to accomplish my goals I have to create an environment in which students are motivated to learn no matter their culture, and language.

This video analysis is useful for a language educator because it gives us a chance to see second language acquisition concepts being applied in the classroom. This video analysis would be helpful in order to reflect on the teacher 's lesson. We could think about how well or poorly their SLA concepts were used to teach the class. In this Video analysis paper, we will begin by discussing the process it took us to do our analysis. We will describe the steps we took from note taking watching the video again. Then my group members and I will discuss some of the second language acquisition terms that we found most in the video. The subgroups we decided on were comprehensible input strategies and questions. Referring to our notes we took we will describe in detail how the teacher these strategies in the classroom. Then we will reflect upon what we learned after doing this activity and how it will help us during our fieldwork.

Belief 2: There is a place for indirect / inductive teaching to enable students to acquire language skills

Introduction:Many theories about learning and teaching of languages have been proposed from a historical perspective and many changes have been brought in the language teaching methodologies based on the needs of the learner. The search for creativity /innovations to find more efficient and effective Ways of teaching languages went on through out the 20th century. From the origin of English Language Teaching there are many trends that have taken place. The teaching methodology has been changing the teachers; academicians started

World is developing more and more each passing day. Because of this development people throughout the world get in touch with each other more frequently than ever. And each passing day the importance of foreign language is becoming more obvious, especially English which is almost international language. The most important influence for learning English as a second language is done by teachers. And everyone who decided to become a teacher at least once asked himself - " What kind of teacher I will be like?" Answer for this question depends on 3 main factors: your personality, philosophy and methodology. Personality and philosophy is individual for everyone, but methodology is something that can be used by everyone, this is a element

The journey of language learning is very complex. There are essential factors to consider such as the learning style, linguistic and cultural background, motive to learn a new language, and the teacher’s approach. It is important to examine these components because they will develop an understanding of the individuality and uniqueness of any given student’s progression. Gathering personal feedback from a student and constructing a customized teaching strategy will present a specific case to investigate. These key aspects involved in the process of new language obtainment will be the determining factors of how to teach them effectively and specifically.

Nigeria’s geographical position where she is surrounded by francophone neighbors such as Chad, Republic du Benin and Cameroon calls for a functional knowledge of French. With the knowledge of French, Nigeria and her Francophone neighbors would be able to work together locally and internationally. This however can only be achieved if there is communicative proficiency on the part of the citizens. Without this, Nigeria will be linguistically, politically, educationally and socially isolated from her francophone neighbors. This realization informed certain provisions guiding language study in Nigeria education system.