Reflection Of Learning : My Experience In The English Second Language

Teaching ELL's can be a very challenging aspect of a teaching job. Not only are teachers working with children who are scared, nervous and perhaps confused, but educators are working with students who may be encountering a great deal of culture shock. I believe that for me, this would be difficult. Honestly, I grew up a typical "white American girl" living the typical "white American life." I have not been exposed to many people who were not like me. Nevertheless, I am genuinely, looking forward to expanding my horizons and challenging myself to learn about other cultures and ways of life. Through the reading of chapter one, in Not for ESOL Teachers: What Every Classroom Teacher Needs to Know About the Linguistically, Culturally, and Ethnically

This year I will be helping out at the primary again, and I will also volunteer to be a translator for the parents. The only difference being that I will actually be more one-to-one with a 2nd grader, helping learn her English. I was overjoyed when I was offered this opportunity, I couldn’t wait to get started. I also couldn’t wait to get started with a new project I started at school. The step forward that I took was that I started my own program at my school, the unique factor being that it’s a spanish based after school study table. The goal of the program is to help out the students who are having trouble in class because they don’t know as much English.

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

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

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

I would suggest that the teach speak slowly and provide enough time for the ELL student to think about a response because the students are translating words to English in their minds..

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

Since most of the school's population comes from a hispanic/latino background 36.5% are English Language Learners. The school offers intervention for those students or students struggling with english. In my classroom there are a total of four english language learners, one monolingual spanish speaking students and the rest are ELD. Usually when the teacher is explaining a lesson I sit and explain in depth and with more examples to the ELL’s. While we do reader's workshop I work with them on their sight words and have them read to a buddy. When the students practice reading I have them coach each other if they don't know a word. When i sit with them to

On my second visit to the class, I definitely observed major improvement from the ESOL students, especially Mike since he was a brand new student from Haiti when I did my first visit. Mrs. Lundman would definitely use the right modifications to her lesson to accommodate the ESOL students. ESOL students are on the rise every year. According to Alexa Volland, for the Gainesville Sun, describes: “In 2011-12, there were 244,376 ESOL students enrolled in Florida schools, most of them in Miami-Dade, Palm Beach, Broward and Hillsborough counties.” That is why it is very important to have the right qualified teachers and resources to help these students coming from other

My seminar provided an overview of chapter 4- explaining second language learning. During my introduction, key points from each of the 5 perspectives were discussed. The cognitive perspective was given priority as it contained many subcategories within itself. This section also allowed my group mates to connect theory and practice of second language learning. My group mates were able to connect to the noticing hypothesis, processability theory and the three principles of practice through their own personal experiences while learning a second language. The first discussion question asked my group members to evaluate their own understanding of how language learning occurs and compare it with the perspectives we covered. The second discussion question provided them a chance to assess each perspective and think of one weakness and one strength for each. Overall if I were to re-do my seminar, I would like to provide more attention to the other perspectives. I would add more discussion questions in order to stimulate more in-depth discussions. Similarly, adding supplemental information from an outside source to further discussion and connect the theories to pedagogy. Additionally, I would create an activity that focused more on teaching of a second language and how these theories have influenced the current practices used.

It is crucial that as educators we try to support the ELL student populations as much as possible to provide them with the chance to succeed acamedically.  Also, we should have an open line of communcation with the ELL teacher to find ways to build lessons that utilize teaching strategies that develop the language development skills of the ELL student.

Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.

To be an ESL student in the regular classroom is not easy for the students and the teachers. Researchers agree that most of the time, the high school and middle school teachers are less prepared to receive this type of students in their classroom (DelliCarpini). In regular classroom is difficult for the teachers to think they have different type of the students in the classroom. ESL students do not like to ask a lot of questions even they are not understanding what the teachers say.

For me, learning a language is a complicated process. It is different from learning other subjects. It involves a lot of practices and follow up. When I talk about my personal experience, I would say that I have a rich experience in learning English as a second language. English was taught to me for ten years starting from grade seven till graduation from university. After graduation, I felt that I should improve my language skills. Therefore, I did a lot of efforts personally to increase my fluency. Until now I still learn the language. Indeed, learning a language takes a lifetime.

I am primarily a secondary maths teacher, however, I also teach two periods of ESL (English as a Secondary Language) each week to year 6 non-native English speaking students. In the next two classes I intend to cover intermediate vocabulary and writing skills. During the planning process I want to focus on producing collaborative lessons where the students will work as small teams. I also want to