Methods Of An Adult English As A Second Language ( Esl ) Classroom

Within the past ten years, the number of English Language Learners (ELLs) has doubled. An increase of more than 2 million ELL students in the U.S schools, left professionals within the field of education with no choice but to face the challenge of understanding cultural differences. In addition to this, educators must understand how these differences affect students’ language development, learning style, academic achievement and most importantly, his or her performance on standardized tests. These differences must be understood, valued and respected by all service providers, especially those who are involved in the decision making process concerning the placement of students in special educational programs. (Roseberry-McKibbin, 2014).

In this article, the authors examine the challenges of working with English Language learners with learning disabilities. The article begins with a dilemma that many educators face daily, being able to meet the needs of all students in a classroom. The article identifies the characteristics of LD students, issues ELL students face learning a second language and the cultural context for teaching and learning. The next part of the article offers a framework that addresses the educational needs of students based on their language, disability and culture. It focuses on how general and special educators along with the ELL teacher can effectively collaborate together to meet the needs of all learners.

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

Each year, schools across the nation are seeing an increase in the amount of English language learners they are receiving. Teachers of all grade levels are finding it harder and harder to teach these ELLs because of lack of or little to no proper training. So the article, Setting the Foundation for Working with English Language Learners in the Secondary Classroom aims to show you the ideas and strategies that current and future teachers can incorporate into their daily class lessons to make them more effective in meeting the academic needs of ELLs and in helping them learn the target language.

Strategies for Teaching ESL Student - ESL Students in the Classroom. (n.d.). Retrieved February 02, 2016, from https://www.eslpartyland.com/teaching-esl-student

Characteristics: These are learners from ages 3 – 21 who are enrolled, or preparing to enroll in a school. Typically, they are not born in the USA or, their native language is no English. They may be Native Americans or Alaska Natives, or some other outlying area, where English is not used often enough such that it greatly impacts English proficiency. They may be migratory where the environment has a dominant language other than English. Such students have difficulty speaking, reading, writing, or understanding English, which may deny the child the ability to meet a proficient level of achievement on State assessments, ability to successfully achieve in a class where instruction is in English, or the chance

During the first week of her class, Victoria Villegas’ students are mostly silent and unwilling to speak, but soon open up with the help of a few creative activities. “Students learn from games better than listening to a teacher speak,” says Victoria as we discussed best practices for encouraging ELL students to engage. She has been using Thesys’ ELLoquence curriculum for almost four years while teaching junior high international students at Fairmont Private Schools in Anaheim, California. A credentialed teacher with an emphasis in SIOP methods for ELLs, Victoria is extremely knowledgable when it comes to working with lower level beginners in a sheltered classroom. She stresses that it’s important to engage students or else they quickly become bored, frustrated, and ultimately zone out. When learning a new language, students need to be excited about the material and possibilities, so keeping

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.

Any issues with implementing activities should be discussed with the teacher by giving timely and

At the age of fifteen, my father brought me to the United States, and here I began my studies in the ninth grade of high school. I learned English during high school and community college, but for me it was not very easy to learn English and eventually I still have difficulty to write well or sometimes to speak English. For three years of high school I attended classes that were entirely in English and just one ESL class, in fact, in my last year of high school, I did not receive any class that will help me with the language acquisition. My math, science, and social studies teachers focused more on teaching their subject, then helping me to understand it. Unfortunately, at that time I still did not speak fluent English. As a result of that I felt lost and confused because I did not understand what the teachers were

I explain the issue the as ESL teacher go through with ELL students are family structure and attitude toward schooling is a problem for their learning. Most teacher don't know what every students go through with their family. Students family backgrounds can be two parent home, single parent home, guardian, and others family structure can have an affect on a child. Students who going through a problem of learning which is our responsibility to figure how to help the child become efficient in the classroom. Students could be going through problem like illness in family and divorce in which a teacher have to understand the situation and be able to help the child to overcome the problem at home. Teacher need to do better job by understanding the

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.

One of the best ways to help students learn a second language is to use a variety of settings that promote talk and interaction. These not only help students understand new concepts, but they also help to provide a foundation for learning through reading and writing. Since literacy is part of language, reading and writing develop alongside speaking and listening. Students who spend time talking and listening to each other and working on reading and writing activities are able to develop more proficiency in all language modes.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and