No Arabic in and English Class

ELL stands for English Language Learners and are often students from countries which do not speak English that come to school to learn not only the regular content that a school teaches but also the English language. One of the many issues teachers face in helping students learn the content in class is the challenge of integrating the students’ native language along with the content of the lesson. Studies have shown that “3 years of exposure to English is not long enough for all individual ELLs to catch up to their monolingual peers for all subdomains of language” (Paradis, 2016). To properly teach ELL students both content for subjects as well as the English language teachers need to help integrate English and the students’ native language

How does an English Language Learner learn and what are some ways that we, as teachers, can better help them with their learning? Prior studies into literacy skills of ELL students have identified the different ways ELL students learn compared to students that are only monolingual. Both monolingual English speakers and English Language Learners are more likely to be at equal levels when it comes to decoding and spelling words (August, Shanahan, & Escamilla, 2009). Reading, comprehension, and writing skills of bilingual speakers rarely reach equal levels to those that are monolingual speakers.

In recent years, a discussion has been brought forward about whether the mother tongue (L1) should be implemented in foreign language classrooms or not. “The issue of whether language teachers should use the students’ first language in their second/ foreign language classroom has always been a controversial one” (Sharma, 2006:80). When looking at the historical process of teaching a foreign language, it is observed that teaching techniques should not be based on mother tongue. The target language (TL) is best taught in that language and by the native speakers. It is widely believed that the more exposure to the other languages, the less effective the target

Of the SEI strategies and ELL teaching strategies researched this lesson plan addresses the following. First, it states the language objective clearly states what the students will be to do during the lesson. Secondly, it states, on the left hand side of the lesson plan ways to incorporate students’ background knowledge, and one the many ELL

While I have enjoyed studying the Arabic language in the past two years, my level of proficiency is not where I would ideally hope for it to be. Participating in this language program will propel my knowledge of Arabic far further and faster than college courses alone—the immersive environment will be incomparable. Furthermore, due

L1 Learners in the native language environment, people in this environment are native speakers. For acquisition of L1, child learners have no pressure and competition. They do not worry about the level of mother tongue reached, because they are native speakers. In contrast, most of L2 learners rarely in such language environment, they are often in a highly competitive, stressful learning environment. They are learning another language in the first language environment. Moreover, L2 learners study language in the classroom, not a best language learning environment. For example, most of the Chinese students learn English in junior school or high school. Except of their weekly English class, students do not have a good foreign language environment. L1learners can learn language anywhere, and actual use first language, they learned the language in the real life. Most of L2 learners lack the regular practice, so they have to learn by rote.

Jameel Ahmad, in his article, “Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study” suggests that Arabic children that lack intrinsic motivation to learn English will have a detrimental impact towards their learning. Long standing traditions and culture that teach students to not value learning a new language, since they believe that by doing so, it will not encourage students to

Classroom instructions are the most valuable experience for the learners of second/foreign language because they enjoy limited exposure of comprehensible input from the natural environment they might get. In this situation teacher’s role is very crucial. He is the main key of the interaction in language class. They adopt variety of techniques, methods and approaches to teach to students in EFL class around the world. Some are of the opinion that target language should be used and some other say use ofL1 is useful while teaching English as foreign language. Teachers of English as a foreign language frequently claim that they do not like or favors to code switch in the language classroom.. Many researchers described it in terms of getting jobs for earning. In their views if mother tongue is used in classroom, then possibly students might not become proficient in target language that result in unemployment. Actually issue of language is not only concerned with leaner, it is also a serious issue for teachers as well deep study make it clear that teachers own attitude is the main barrier about the use of code switching.(46). Nelson Mandela who was the freedom fighter in Africa once stated that if we talk to a person into the language he understand that goes to his

The way English is taught around the world contributes to linguistic imperialism. Other countries’ English programs are “a vital site for social and linguistic reproduction, and the inculcation of relevant knowledge, skills, and attitudes, and therefore particularly central in processes of linguistic hierarchism” (Phillipson 245). In other words, proper education is key when it comes to learning English. ELL students rely on receiving outstanding education in order to contribute to the success of the English speaking world. Without proper education, these students may not be able to keep up with how fast the English language is becoming the standard of the world. They could fall behind along with their country if they do not live up to that standard. EFL programs vary in English speaking countries and consist of different methods of teaching students to learn the language. One of these methods is the dual-language method, which consists of learning English alongside a student’s native language. This is not always ideal for parents, who “advocate English-only classes, hoping for a fast-track approach. Although English-only classes may help with spoken fluency, it has not been proven effective for learning the written aspects of the language” (Lynch). The desire for their children to keep up with the English speaking world is behind these parents’ criticism of the dual-language method. However, English is not easy to teach, especially alongside another language.

There are several methods and approaches of teaching available to be used in the EFL classroom. As Davies and Fraenkel point out in their book, The Language in English Teaching, there is no “best” method but rather different choices based on each unique learning situation.1 In the context of a B2 level classroom, where students have already developed a degree of fluency and spontaneity in the target language, the “direct method” (in which the target language is used exclusively) and the “communicative approach” (in which the students communicate in the target language and use authentic texts predominately) may be the most appropriate teaching approaches because students have built up enough vocabulary and grammar to practice their productive skills in verbal communication and can easily follow instructions and hold conversation in the target language.

English is considered as one of the first widespread languages worldwide. It is taught in almost all countries around the globe due to many reasons such as globalization, media, cinema, etc. English is also regarded as the common ground language with which people from different places in the world communicate, chat, and discuss different issues about their native or mother cultures. The status English gained universally urges one to ask many questions like: Why English and not any other language? Is it a good thing to teach English and British without looking at the cultural meanings and values transmitted? Does giving English a great importance in the educational system challenge the Moroccan local structure? How could teachers work out to teach a language without

Arabic is usually ranked among the top six of the world's major languages. As the language of the Qur'an, the holy book of Islam, it is also widely used throughout the Muslim world. It belongs

The article I chose to read is The Effectiveness of Direct instruction In Increasing English Reading Fluency For Arabic Speaking English Language Learner Students In Qatar; A Research Case Study, by Jared Lorence. Arabic being my second language, this article was a real interest to me. Many of the students I teach ELL or not are influenced by the Arabic language in their daily life. Seeing how teachers in Qatar are teaching their children, in my opinion can be very helpful for a teacher in the USA because they are now able to see how to teach ELL’s when Arabic is their first language. This article is focused on direct instruction and how effective it is. The main reason in why I chose this article is to try and abstract the positives and negatives of this teachers experiment of direct instruction and be able to use the positives in my classroom. I will briefly summarize the research, explain how it relates to me and then explain why other educators should read this article.

The principles of L2 teaching philosophy has greatly changed from the ancient principles of the Grammar-Translation approach historically used for teaching Greek and Latin. All the teaching philosophies and subsequent methodologies are reactions to this limited due to three major drawbacks

For this report we are going to give information about our training of teaching English as a foreign language which took place at the secondary school of Abdrahman Ibn Rostom in Tiaret from Tuesday, April 7th, 2015 until Thursday, April 16th, 2015. Teaching is made up of different important ingrediIntroduction For this report we are going to give information about our training of teaching English as a foreign language which took place at the secondary school of Abdrahman Ibn Rostom in Tiaret from Tuesday, April 7th, 2015 until Thursday, April 16th, 2015. Teaching is made up of different important ingredients which are important for its success or failure; we have among them the methods of teaching, classroom management, teacher’s assessment and evaluation, students’ behaviors, classroom settings, and other conditional factors which are crucial for its completion. Before attending the training in this school, there were many elements that lead us to go there and many questions need answers. First as a student we have noticed before in our learning process in the secondary school that most of students neglect the subjects of the foreign languages such as English because of many factors. The aim therefore was to observe a class from the literary and the scientific stream to find out which stream is given much more importance to EFL learning. Second, as a would be teacher, we want to bridge the gap between theory and practice; that is to be trained for teaching in