Task Based Language Teaching Essay

The English Language Learner (ELL) assessment process is different in each state. Each state must assess student’s performance in reading or language arts in order to comply with the No Child Left Behind Act (NCLB). In addition NCLB requires that schools receiving Title III funds annually assess the English Proficiency of all Limited English Proficiency (LEP) students participating in Title III programs. Although the assessments may vary, the goals of the assessments are all the same, to assess where students are as they learn the English language. Is this assessment enough or should alternative assessments be required?

So, what are the best types of instruction and assessment tools for teachers working with Ells? The journal article, titled “Culturally relevant texts and reading assessment for English Language Learners” by Ann E. Ebe a PhD. at Hunter College, City University of New York, New York, believes, that culturally relevant texts are an important key for teaching, and thus assessing ELLs per literacy comprehension (Ebe, 2010). Ebe believes that students who are English Language Learners have a higher level of comprehension when they are reading texts which are culturally relevant to them as opposed to reading texts that they have little cultural connection to (Ebe, 2010). Ebe’s research was focused on the belief that if ELLs are given texts which connect to them culturally, then they will improve their reading comprehension skills, because; they relate to a student’s background knowledge and thus enables the student to connect meaning to the information that is being presented (Ebe, 2010).

It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs.

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

2. How does task-based learning differ from grammar-based one in terms of improving students’ language proficiency (speaking, listening, writing, reading, use of language) ?

In conclusion, instruction lesson takes time and planning to meet the needs of English language learners. The effectiveness of the strategies used in the classroom can make a difference in meeting the challenge of teaching the ELLs.

Each year, schools across the nation are seeing an increase in the amount of English language learners they are receiving. Teachers of all grade levels are finding it harder and harder to teach these ELLs because of lack of or little to no proper training. So the article, Setting the Foundation for Working with English Language Learners in the Secondary Classroom aims to show you the ideas and strategies that current and future teachers can incorporate into their daily class lessons to make them more effective in meeting the academic needs of ELLs and in helping them learn the target language.

This paper takes a close look at various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction, scaffolding, and the transfer of cognate knowledge. It is imperative in the ELL classroom that comprehensible input be disseminated to the students on an age-appropriate basis; therefore, it will be detailed in this paper. Various methods of feedback

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.

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

Teaching through task or in Willis’ words “an activity which involves the use of language but in which the focus is on the outcome of the activity rather than on the language used to achieve that outcome” can create favourable learning conditions for the English language learners. Research has shown how tasks can improve the learning process of language skills. Among the recent effective approaches in ELT, Task-based Language Teaching , also known as Task-based Instruction has become an important approach. This paper focuses the implications of Task-based learning approach in English language teaching.

The second language learner that I have chosen to assess in my case study is an international student from Korea who is now attending year 11 and does the ESL course at my school, the Hills Grammar School. I will refer to my student with the name ‘John’ for confidentiality reasons.

Task-based language teaching (TBLT) is regarded as a natural extension of communicative approach (Harmer, 2007). Task is defined as ‘a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form’ (Nunan, 1989:10). In other words, a task emphasizes on language communicative functions and requires participants to convey meaning effectively. According to Prabhu (1987), learners tend to achieve a higher target language proficiency when training through communicative tasks.

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

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.