Literature Tools For Language Teaching

    English teachers play an extremely important role in our country’s education system. The whole role of an English teacher is to teach students literature, how to write grammatically correct,

English Language Learners (hereafter referred to as ELLs) currently comprise 10% of the total school population in the United States (National Center for Education Statistics, 2005). It is a population that is going to continue to increase in American public education and their specific needs for learning literacy are of great importance to teachers. Since schools and teachers are increasingly judged based upon the academic achievement of students, then the success of the growing population of ELLs is going to be increasingly important. In the present paper the role of the teacher and specific research-based literacy strategies for ELLs is investigated.

Many kids in school are wanting to learn a new language away from their native language but many students are wondering what language is going to help them the most in the future. English is the clear answer for these students that are wondering what new language to learn for a number of reasons. Through different articles through the book “Language: A Reader for Writers” it discusses how language is the most successful and most useful language to speak. College students who want to learn a second language, that have not learned English, should learn English because it is the most widely used language in the world and it is the most useful language to learn.

The aim of this action research is to find and develop the book corner with the use of stories to support children with English as an Additional Language (EAL) within an early years setting. Recommendations in the form of evaluation to show the best methods which will help to improve the way support is given to children with EAL within the early years setting.

Literatures work has always played an important role in our society throughout the history. Each works serves with different purposes and provide the readers with great benefits. It does not only give the audience enjoyments from the works, but it is also another way to teach the others in many different ways. Most work from the Native Americans that we learned from the lecture are to teach and persuade other people of strong values of life, such as “Iktomi and the Dancing Duck” and “Origin of the Sun Shower.” Literature is one of the most important ways to preserve wide range of knowledge and to pass down to each generation, which can also help the audience understand different things from the past. There are many literature works that were

However, new language learners most face some difficult and boredom in reading, so teachers should try to give students books that can attract students interest and curiosity. Reading stories and novels can create great interest and suspense that ELL student’s need. Through my reading to this book ‘Their Eyes Were Watching God’ I strongly recommend it as one of these books that can benefit ELS students. According to Krashen (1993) reading is an effective way to increasing and improving improve spelling, grammar, and writing for ELL students, especially reading for pleasure. Krashen also said that students who read for pleasure have better reading comprehension, writing style, and increasing vocabulary. The author also emphasized that the best way to develop Vocabulary is through real encounters words within context (Krashen,

The two articles that I chose both went hand in hand with the struggle of learning and teaching literature. I chose the article “One High School English Teacher” because it complements my first article, “Death to High School English”. In this essay, I will summarize and interpret the first article to show the deeper meaning of it. Then I will research my second article and show the author 's credibility to help prove my argument, and finally I will tie together all my main points of my essay.

How can literature be used to support and develop language and literacy for students in the primary years? Rationalise the use of the text (chosen literature) and literature more generally for developing language and literacy in relation to the target year level and give examples from your text.

If a survey was carried out among teachers of English for Academic Purposes (EAP) and Teachers of English as a Second Language (TESOL), a finding would be that a major concern for teachers is the inability to find appropriate material or the perfect text for their lesson. This is the basis for the article by Swale. Swale in his investigation puts forward two different options to overcome this problem. At this stage the author notes that no matter what approach is taken, the teacher needs to double as an editor or in some cases a material developer/writer.

Literature is studied throughout most grades, from high school to college. Teachers have different ways of exposing their students to the curriculum. Literature should be used as a way for students to be able to personalize and create connections with the piece of work.

This chapter focuses on the versatility of the ELL within our classrooms. There are a couple points that are highlighted within the article, but the main focus seemed to be around assessment of the student and the instruction. Those were two components that defined how the student would be instructed to get the best outcome for improvement in English proficiency in literature and language. Although each ELL student has their own unique pattern, they may align with a general profile characteristic, which can lead the teacher in the general direction that will hopefully best fit the need of that student. Then the instruction process is just as tedious as the assessment, but is necessary for the student to continue advancing within their classes.

Using literature whether it is through writing, reading, or listening is very important in the everyday life of people not only in the United Sates, but all over the world no matter what language is used; the idea of literature is the same everywhere. No matter where it is, school or a workplace, literacy is needed in order to make sense and interpret all of the different types of information we are exposed to everyday; information that may come from things like instructions, e-mails, reports, flyers, applications, medication instructions, and so on. To be able to take advantage of available options we must continue to receive and share knowledge, and also rely on our literary skills. We need to be able to earn a living, contribute to the workforce,

English has undergone some changes in relation to its status in the world. Some years ago, it only became the first or second language for several countries. Nowadays, alongside with the development of information, communication, and technology the status of English becomes a lingua franca in the world. That is, a language that is used as a means of communication between people with different language. This change, of course, brings some impacts in the roles of English as a language. English is not seen as a language for identity anymore. Yet, it functions mainly as a means of communication. Added to this, the change of the English status as a lingua franca will also impact to the educational sector especially in English Language Teaching (ELT). With regard to this issue, this paper tries to present the notion of English as a Lingua Franca (ELF) and its implication to the teaching learning process especially in Indonesian context.

The development of English literacy seems daunting at first, even to those of us who’s first language is English. There are many different sounds that ELL students must discriminate even before they can learn words or phrases (Levine, 2103 p. 174). However language development begins at birth, and students have used it to for communicative relationships. Building upon their current knowledge can help student transfer their knowledge of their native language to that of

I believe that it has not suffered few alterations during the last six years when I took this subject, and it is extremely significant since in that time this subject was seen and treated as separately fields. According to Louise M. Rosenblatt the relationship between reading and writing is demonstrated in all linguistic activities we can think. To illustrate the previous thought, teaching grammar, phonology, composition, literature and other fields involves an enormous relationship which goes in both ways reading-writing and writing-reading