At Dixon Middle School in Provo, Utah I volunteered to teach English second language (ESL) class and computer skills for the organization Centro Hispano. Upon arriving one afternoon to the classroom, I remember reading what David, the main instructor, wrote on the chalkboard “Sweet bread is pan dulce, Milk is leche (Spanish)” and took a quick glance at the class. I could still see 12 to 15 students taking notes, following along, and participating. After teaching the lesson, I glanced again, but this
toughest thing for a teacher to overcome is teaching to student who do not speak or hardly understand your language. Being that Florida's Consent Decree for teachers ensures all ESL students are to receive a quality and well accommodated learning, capable of papering them with the tools and skills needed to be successful. With no official language within the country, this means all languages and all students are to be accommodated for. A rather daunting task. Luckily, there exists so much research
1 UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTIC AND LITERATURE REFLECTION PAPER TESOL-MA Program Course: Advanced Teaching Methodology Name: ân ĐClass: 2016-B Instructor: ương, Ph.D. Taking the course of MA on TESOL, whose design is research-oriented, post-graduates are required to accomplish credit subjects including Advanced Teaching Methodology. It is obviously an opportunity for master students not only to review what they have
article “New Evidence About Language and Cognitive Development Based on a Longitudinal Study: Hypotheses for Intervention” (Goldin-Meadow et al., 2014). The article discusses the research that was done on language learning in toddlers. I will summarize the purpose of the research, the methods used, and an interpretation of the findings. I will then discuss the findings in relation to developmental theories as discussed by Berger (2014). I will conclude with a reflection on how this relates to my own
Final Reflection Journal: Diversity and Cultural Issues in TESOL Education During the course entitled Diversity and Cultural Issues in TESOL Education, issues of diversity and culture, as well as methods, strategies, and approaches for engaging English language learners were examined. Students all over the world learn English for a variety of reasons. Some students must study English as a requirement. Other students wish to travel, study abroad, or work in the global marketplace where knowledge
Authority (HKEAA) in 2004, for respectively primary and secondary students. It was designed to assist to test for the learning and understanding of students, in the level of the three subjects --- Chinese language, English language and Mathematics. By the collected academic results of students, the curriculum planning with the education policies can be improved for better development of learning and teaching. Also, the general strengths and limitation of students can be observed so that teachers can set
their self-esteem and awareness of their own second language learning progress and finding motivation to use a new language further than in the English class. With these conditions considered, I have started a reflective process that have helped me develop a critical self-examination “as a basis for decision making, planning, and action.” (Richards & Lockhart, 2006), that result in a meaningful impact in the learners’ perceptions of the second language leaning. During the current year, learners’
S., Chien, C., & Lan. Y. (2014). Task-based teaching approaches of Chinese as a foreign language in Second Life through teachers’ perspectives. Procedia Technology, 13, 16-22. The aim of the paper was to combine the task-based language teaching (TBLT) approach with the 3D multiuser virtual environment (MUVE) Second Life into the pedagogy of teaching Chinese as a foreign language (CFL) for Chinese language learners in a major Australian university. It also intended to discuss the challenges and
with the learning areas in the classroom, teachers employ a variety of teaching methodologies across all learning areas. Choosing an appropriate teaching methodology will make the process of teaching English as a second language easier and more rewarding for the teachers and students, and increase the likelihood of success. In this research, I will analyses a video clip of an ESL/EFL teacher and class in action for reflection on and evaluating the mythology to promote language learning. The video
Students learning English are expected to learn the foreign language, English based on various experiments, studies, concepts, and theories. However, focusing on the principles of learning a new language sets forth high standards if applied appropriately. Learning English inquires language acquisition principles that will focus on learning strategies, content, context, meaning and knowledge. The article Principles of Instructed Second Language Acquisition by Rod Ellis is a very meaningful article