Service Learning Journal Analysis

I decided to start volunteering at the local humane society because I’ve always been really passionate about animals and wanted to start benefiting them in the community. Prior to my service I was delighted because I’ve wanted to start volunteering for years and was glad the opportunity had presented itself. Throughout my experience I learned a great deal and met a lot of new people. Even though I’ve only just started serving my time at the Fox Valley Humane Association I can truly see the difference it has made in the community.

The source offered by the American Association of Community Colleges (AACC) details the growing emphasis on service learning in higher-education contexts. Particularly, the source offers a number of statistical figures indicating that 60% of all community colleges offer some comprehensive form of service-learning curriculum. This denotes to our research that community colleges and higher education in general are contexts in which service learning is increasingly seen as a progressive and valuable mode of instruction.

As this research is a case study, the participants of the study were chosen from the students of the Department of Foreign Language Education (FLE) at Middle East Technical University (METU).FLE students at METU are generally graduated from teacher training high schools. In high school, they are usually taught English very well. However, the English lessons in high schools are commonly based on grammar and reading skills. Listening and especially speaking are the least important skills because of the fact that the university entrance exam is prepared to measure students’ grammar and reading skills. Unlikely, Department of FLE at METU aims to make its students fully qualified language teachers. For that purpose, its curriculum includes listening and speaking courses, as well as reading, writing, grammar and English

Over the past four years since John started school in Australia his level of English has improved a lot; especially his receptive use of the language. John is a talented language student and is achieving great results in both additional languages he is studying at the moment, English and Japanese. Due to his cultural background John does not volunteer to speak freely during class. This makes it hard for his teacher to find the degree of depth of his understanding of new concepts learned in class. However, he is a passionate language learner and his focus is to perfect his knowledge in both additional languages.

The Difficulties and Challenges Facing Students at Secondary School Level in Al-Kharj City with Writing in English

This paper will describe on why a certain lesson should be adapted before it is delivered to different audience at the same level. This lesson was taught to university students in the USA where the majority of the students were English native speakers. At some points in this lesson, the depth of discussion is not really appropriate to be taught to foreign/second language learners because the nature of English proficiency between English native speakers and foreign/second language learners is absolutely different. The finding in this paper will be based on observation of the writer and elaborated with the reference from library research.

Al-Zuhairi (2008) indicates that the achievement of the Saudi students in English is low, and one of the most important reasons of this drop is the textbook in which they were taught through in intermediate and secondary schools. Textbooks play a crucial role in teaching and learning English language all over the world. Cuuingsworth (1995) argues that textbooks are an effective

There were about twenty-five ELL students in my classroom this past semester, however, I only worked with six. All the ELL students in my class were Spanish speakers as their first language. Although I didn’t work with these students more than once a week, I gained a good enough sense of my six students I will be keeping them in mind as I write this paper. There were five boys and one girls. I addressed their language learning needs in a few ways. I typically worked with my student during their English time during the day to help the develop their English. One way I addressed the needs of my students by making flash cards for the vocabulary words that I would be teaching my students each week. I also adjusted my speech when talking to the students for when the students were not understanding me, using simpler words. Also at times when my students were not understanding English, or felt like they were not able to write in English I let them speak in Spanish between each other to help clarify what was happening and I would let the students write in Spanish, then tell me what they were saying in English. All lesson I did with these student were in English only due to the class I was in was to help the stunt

For the purpose of this assignment I chose Feruza, an Eritrean high school graduate. She was born and raised in Eritrea and came to live in Jeddah only five years ago. She studied English in an elementary school in Eritrea and continued studying it in an Eritrean International High School. She is not happy at all with what she has learnt during those years. She explained that during her elementary school years her teachers heavily focused on writing while neglecting speaking. When she continued her learning process here in Jeddah, her high school teachers focused only on speaking but not at the level she was expecting.

According to the reading of the textbook and general information about the misconceptions of English learning and teaching is, teachers in conventional classrooms ought to, as a result, be equipped to teach students who come from different dialects, cultures, and learning conditions. Each teacher should know to prepare themselves for the changes experience in their classrooms by reinforcement through specialized educational workshops, help them to prepare for this type of classroom teaching. Maybe these workshops should on average start by highlight these values and characteristics of language differences, thereby allow each teacher’s attainment, that can be understood easily by teachers, when faced with this issue in their classrooms. Thereby readily preparing each teacher to transform their

English language teaching is really a big challenge for teachers as it is difficult for them to instruct each learner or student to use the target language. This has become a real problem for teachers and students. This study is about the effect of pair and group work of improving the students speaking performance. According to “Gabriela Bunga Pramudhita (2008); it is very difficult for the teacher to make an effective class”. In this regard, there must be motivation which can be from both teachers and students. The problems in performing this really exist from the using and applying certain approaches by teacher who must know well which approach he must use according to the need of his students. In Saudi Arabia, students tend to be passive; therefore, the teacher should have a skill of forming and creating fun and good atmosphere in the class, so that he can prevent the students from tiredness and boredom. It is actually being better for the teacher not to use the way of lecturing; instead he has to use the way of interacting and participating with

This material is designed for English as foreign language classes in China. The target learners are senior high school students, aged around 17. There are 20 students in the class and the gender is half female and half male in order to keep the gender balance. The most of students are going to enter the university and the majority aim of learning English is for the College Entrance Examination and improvement of communicative competence. And this material could be organised for three or four hours of teaching.

The participants were chosen from Miyaneh Islamic Azad University, Iran. They were 100 university students (50 females and 50 males) studying different fields of studies. Their ages varied from 19 to 34 years old (M = 23.21, SD = 2.61); 13 learners did not specify their age. They were senior college students who were studying English as a general course at Islamic Azad universities of Miyaneh, Iran.

The first three months of this school year was a roller coaster ride. We have several new students with different levels of English proficiency. At first I don’t know how I will cater them or even approach them knowing that having been comfortable with the previous students who are knowledgeable with the language then here comes the new students. They may only be one or few of them in the classroom, but still their presence is still significant in the success of the class. I am blessed to have students who are not only willing to help me but more so to help their friends to be able to learn and understand the things in the classroom. Translators in my room are everywhere. I guess when you give them rules for the first time, it will really

Once there was a time in teaching English, when teachers had mainly followed the traditional approach of teaching in various universities, where the learner used to be dependent only on the lecture delivered by the teacher. The learners were not exposed sufficient practice on their own and the interaction among the learners in the classroom was almost absent. That time the main focus was on grammatical rules, memorization of vocabulary, translation of texts and doing writing exercises. Classes were also conducted in native language ‘Bangla’ with little or no use of English language.