Major Trends in 21st Century in Esl

As a future teacher of a fast-changing generation that searches restlessly for new interests, I believe that old and new must meet to keep the basic values of a balanced literacy. Focusing on prior knowledge, collaborating with colleagues, peers, families, and community, creating connections with our surrounding, and empowering students’ learning style throughout the process of gaining knowledge of reading and writing. Foremost, my personal philosophy of teaching literacy is based on constructivism and sociolinguistic, where hands on experience and guidance are priority in an informational world. To facilitate a child’s acquisition of literacy skills , as I plan for literacy instruction for my future classroom, I will take into consideration

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.

Technology helps students who have reading troubles when it comes to reading standard books. There are also many benefits of digital enhancement such as changing colors and fonts. Entrenching learning supports in content helps comprehension and building background examples; definitions, summaries, and key questions can be directly embedded to help with guide reading. Technology allows students to manipulate the text by copy and pasting.

Furthermore, Vonderlack-Navarro suggest another beneficial way to support English language learners is to involve parents in the students’ education. Because of the language barriers, education levels, and culture, this goal will not be a stress-free assignment; however, once the parents have “buy-in” and trust the school systems, the goal would be accomplished (Stover,

The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.

English learners (ELs) struggle with content literacy task because the “academic language of texts is not the language of conversational speech” Vacca et al. (2014, P.77). Every content area has a specific language. ELs find it difficult because they are not familiar with the academic language in that content area. For example, an English learner in first grade might have difficulties understanding his peers in a reading group excises because of the content language but, when they go outside to play, they communicate fluently because this English learner has mastered the playground language. Teachers can make content more accessible to students by using a variety of instructional strategies or aids to assist students with English language problems in reading, writing, listening and speaking. Interactive, cooperative activities, pictures, relevant media etc. are some of the shelter instructional strategies which teachers can use to make content accessible to students (p.82).

Some literacy issues are becoming more and more prevalent in recent times. In the day and age we live in; we have access to the newest data and notions regarding literacy in the current education

With the immigration population increase comes a language barrier increase. Therefore, English as a Second Language (ESL) tools in the classroom is essential. ESL was established in the 1970s when children of many mother tongues, crowded classrooms due to the immigration increase (Tomkins, G., 1981, p.

A full range of services are provided to meet individual needs. One of these services, English as a Second Language, provides support in general education classrooms for students whose first language is not English. The English Language Learning (ELL) Program utilizes various instructional models where students work within a classroom setting, in small groups or individually

Overall, literacy resources can be used to aid in language development while also building ELLs’ English proficiency. They can be easily integrated into teachers’ instructional

The literacy-rich classroom environment must be designed with the students’ needs in mind, meaning it is student-centered with teacher guidance, integrates technology, and is flexible to allow for differentiation. The classroom should have a flexible design that can be “adaptable and easily changeable based on what the students are working on” (Sadlier School, 2017). This means that the seating arrangement is not based on individual desks, but rather tables or clusters of desks to encourage students to collaborate and communicate in small groups or pairs, promoting oral language mastery (Sadlier School, 2017). It should also promote hands-on, student-centric learning

This article attempts to enlighten educators to allow computers in the classroom as a workshop to help improve literacy. The computer allows for students to have both a visual and a verbal reference to a topic, thus, solidifying a concrete comprehension of the text, allowing the student to be further engaged and stimulated with the assignment. Over the years, educators have seen such a vast change in technology, especially in the classroom. It is time now, that educators embrace the change and use it to their advantage. “If students can be motivated and engaged when using technology, teachers should continue to support this type of learning when appropriate.”

Literacy is the cornerstone to all learning; it is imperative to future academic success. (Tracey and Morrow, 2012). Due to the significance of literacy instruction, there are a myriad of ways to teach literacy. Literacy is a complex subject, honing in on balancing reading, writing, speaking, and listening. As a result of the complexity of literacy instruction, we arrive at the age-old debate of what is the best literacy instruction. My philosophy of literacy instruction centralizes around the Whole Language Theory and Balanced Literacy; however, I also blend in additional theories/approaches to teach effective literacy.

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

much simpler for the students to publish their own work on the internet. When it comes to learning how to improve reading skills, many programs exist, one of the better being Reader Rabbit, which uses games to disguise drill-and-practice routines to help students improve reading ability. All of these are examples of how technology has positively affected Language Arts education.