Students ' Attitudes Towards The Teaching English Language Essay

As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.

The English language is particularly complex in almost all aspects. Many of the words in the English language have different meanings for the same word. This is not unlike the definition of the different levels of usage. McCrimmon defines the three levels, formal, moderate, and colloquial, by their sentence structure, diction, and tone (McCrimmon 193). ¹ Using McCrimmon’s definitions, authors can determine what type of writing is applicable to each of the three levels. For the formal writings, an adequate example of where readers can find it is in a professional journal, and an appropriate place to find an example of the moderate level is in a weekly news magazine. Also, the best place to look for an example of the colloquial level is in certain sections of the newspaper. All of the levels of usage apply to these different types of writings and assist in defining what each level involves.

Recently, as the schools in the United States become more diverse in cultures, the needs for new English learners to learn the basic of English and grow in fluency has expanded. Nevertheless, a major of English learners receive insufficient education and have low achievement at school. Therefore, the approach of the schools for English learners might not be sufficient for them to unchain themselves from the boundary of differences in language and culture. As a result, the article “What It Takes for English Learners to Succeed” from Jana Echevarria, Nancy Frey, and Doug Fisher provides a guideline for teachers to help their English learners by using the four practices of “Access, Climate, Expectation, and Language Instruction.” The four practices can be divided into two categories. Access, climate, and expectations focus on educational settings, while language instruction focuses on teaching contents.

English language learners (ELL) consisted of 22.3 percent of the total enrollment in California public schools (Facts about English Learners in California - CalEdFacts, 2015). Tends to be ignored or receives not quite the equality in education as their Native English speakers (NES) counter parts. Over the past few years there has been a surge in dual language immersion (DLI) programs (also known two-way immersion), which have resulted in much success (Lindholm-Leary, 2012, p. 256). It has been found that students in DLI programs show a high level of bilingualism and by biliteracy as well as academic achievement and cross-cultural competence (Lindholm-Leary, 2012, p. 256). Since the population of ELL students in California is so high it would appear that the best way for ELL students to get an education that is equal to their NES counterparts more DLI classes should be implemented. By applying more DLI programs California can benefit both their ELL and NES students in academic development and cross-cultural competence, which will help reduce prejudice and racism in the state.

There have been many policies and legal battles when it comes to English Language Learners. For every policy, then will inevitably be a case to challenge it, as it is difficult to define what is truly equitable for every ELL student. Programs for English Language Learners (ELLs) have struggled to get the needed recognition and support from school district offices of our public schools. One piece of legislation that was passed to help end the inequality of education for these students was the Equal Education Opportunity Act or EEOA. The EEOA mandated that all students that are identified as an English Language Learner are to receive individual English only instruction. This is a good start to offering the right kind of instruction that is needed for students who are struggling to learn a second language.

He also explored Arabs’ attitudes towards Arabic, French and English in particular and factors involved in using these languages. In order to achieve the objectives of the study, Bader selected a sample that consisted of 100 Arab respondents who reside in Quebec, Canada, covering different age ranges, gender, and educational backgrounds. The instrument of the study was a sociolinguistic questionnaire. Results showed that Arabs of Quebec, Canada have positive attitudes towards Arabic, English and French. They freely use their Arabic language in the domain of home and with family members, in worship places and when listening to the radio. In addition, they use English and French in Governmental offices and formal applications and in educational institutions. Results also showed that Arabs of Quebec mix these languages in the domain of neighborhood, with friends, and

490) Leaning about this specific program answers a side question to our groups topic question, which is: what tools are available to incorporate culturally diverse literacies? This reading and discussion has given me specific examples of what effective things I can do to link diverse literacies to standard english. It has also reaffirmed my position that other languages and cultural literacies need to be treated with equal value and respect to the one in which they are leaning in, because they are not just learning for school, they are learning for life, in which a knowledge of working standard english is important, but so is cultural and personal identity. This article specifically relates to an important concept not only in this course but in the program of building off of what one already knows as opposed to starting with the base assumption that they know nothing or that everything they know is

School has always been a place of business, in my opinion. A place where we are educated and prepared for life, essentially. And the proper way of doing so, as I believe most people have been taught, is to enhance all skills such as vocabulary, grammar, mathematics, etc... This is why we are taught so many subjects, being tested and guided to follow whichever path we feel most comfortable or skilled at doing. During the process, is where skills are established and developed. The product that is intended after having gone through school is to shape a well skilled, educated, and productive person that can benefit society as a whole. In limiting the teaching of Standard American English, we would be limiting the amount of people that can fulfill their potential, raise the difficulty for teachers, and accept mediocrity. In keeping this dialect, students will gain new skills and learn the language of business to prepare them for any encounters along the way. There is no need, in my eyes, to minimize or put an extent to teaching the English dialect and that is what I will personally support in this essay.

Taking an English class during college is important for a fundamental education, because regardless of the major I chose, I must able to communicate well in written and spoken words. After all, in the future, when I try to obtain a job, the corporations will most likely base their decision on my ability to express ideas and opinions in a sophisticated and correct manner. Therefore, increasing my knowledge and skills in English will increase my opportunities to success. Yet, currently, many students try to avoid taking English class due to the great amount of practice and dedication that requires. This, in the long run, decreases their abilities to analyze, express and critique ideas.

During the 1990s the immigrant population expanded quickly and by a large amount. According to Eggen and Kauchak (2007) “experts estimate that by the year 2020 two thirds of the school population will be African American, Asian, Hispanic, or Native American. This means there will be great cultural diversity in our society and in our schools.” Educators will need to be educated on how to teach in a diverse classroom. Teachers will need to have an understanding for English-language learning children and the way they learn. All educators must be able to teach ELL students while encouraging them to continue to use their native language while learning to speak English. Teachers must also remember to try to keep all families

For all humans, language is the most common means of communication with others and it enables us to share our experiences and stories and to tell about our needs and feelings. For example, Yamamoto states that sociolinguistics see, it is ‘primarily through the use of language that people communicate with each other’ (1979: 146). We all speak one or more languages and as the main way of communication it is an important and vital part of our lives. There is many languages in the world and they differ from one another in many ways. But does the language we speak reflect to the way we see and experience the world around us? This paper will explore the question through the Sapir Whorf hypothesis and arguments for and against it.

English is an international language which is used officially all around the world. Anybody who wants to make connections with the world we live in should learn English. I had English language classes in my secondary and high school years. I also took some private English learning courses throughout summers in my country, Turkey. However, I could not improve my English effectively as all Turkish students in Turkey. I fully agree that English will be learned most efficiently in the boundaries of an English-speaking country not in the home country because of some cases. Therefore, I came here, USA, to learn English better after graduation from my university.

As we know that learning English in India it is gradually becomes very important due to century as well as techno-age is concerned. We all knew that English is taught either as Second Language or Target Language. It is very difficult for student-beginner who recently starts to learn English language as foreign language. One of the vital and pivotal pivot roles of learning Foreign Language is to open the treasure hidden in the literature of a particular language. To reveal such treasure one needs to be mastered in different methods of teaching the foreign languages. This makes easy full for learners to learn foreign language. If we want to understand different method of teaching foreign language things linguistically we can understand it as “A method in linguistics and language teaching determines what and how much is taught. The order in which it

     “In the world were over seven thousand languages have exisisted, one language had become dominate. This dominant language is English.” “In the majority of countries throughout the world speak English as their second or first language, no longer just America or England.” English has taken many forms, American English, the Queen’s English, Australian, Canadian English, and several others. Even American English has taken several types of English, Jersey English, East Coast English, West Coast English, Southern English, slang English, and Ebonics. All of these languages have major variants between them, but are all of them are still understood aboard. Without English the world couldn’t operate,

English as a medium of instruction has developed as a global trend for a range of reasons. Nowadays EMI is truly a global phenomenon. In this literature review, I look at the historical backgrounds of EMI in three periods prior to a global phenomenon. What is more, I reflect upon the current developments of EMI at tertiary education focusing on the spread of EMI into the global universities, EMI in European universities, EMI in Asian universities and EMI in Thai universities. In each section, I link the current literature review to my initial research at the end of the sections in order to form my research grounds.