Teaching English As A Second Language

Foreign language classes are often put off until high school due to the fact that this is when people believe students are most ready to learn another language. This belief is widely accepted despite the fact children are able to learn to speak like natives in foreign languages, whereas teenagers and adults usually are not able to learn how to do this. Speaking “like a native” entails being able to think in a foreign language without having to translate (Nadia 1). The ability to speak like a native in a foreign language can be easier to obtain when taught the foreign language during elementary school. Once a student passes the prime learning stages, learning a foreign language can be extremely difficult. Adults starting to learn a language have to work through an established first-language

Working in a classroom with English Language Learners can be a great learning experience for those going to school to become teachers. Something that I was curious about in the kindergarten classroom that I am in, is how the ELL student’s in the class could learn different educational skills in a way that would be beneficial to them. What are the different strategies that teachers can use with ELL students to make them better learners? Through my question, my hope is to find out different strategies that I could use to help ELL students learn different educational skills.

Many people learn English as their second language because English is used as an international language when people try to communicate with each other. As a second language learner, English is challenging in grammar rules and comprehension skills of listening, speaking, reading, and writing, especially for adults. The ego permeability of adults affects their motivation in learning a new language. Therefore, many adult learners are struggling during the process of learning English. This week, I interviewed Lily, an EIL student, who has an intermediate level of English proficiency at Brigham Young University (BYU-H). She comes from South Korea, and this is her three semesters here. Her answers to my questions give me ideas about how she learns English, what is the difficult parts in her learning, and how teaching styles of EIL teachers affect her learning.

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.

Since I was born, I have been learning languages consciously and unconsciously without asking why. S.I. Hayakawa and Alan R. Hayakawa‘s Language in Thought and Action remind me the goal of the study of language – to learn to think more clearly, to speak and to write more effectively, and to listen and to read with greater understanding.

TESOL Education is a field of teaching that generally refers to the instruction of English as second or foreign language. Freeman and Freeman (2011) define the acronym TESOL as, “Teachers of English to Speakers of Other Languages” (p. 95). TESOL is the name of an organization that sets standards for English second language acquisition. The acronym TESOL is also commonly used to describe this field of study as a whole. In this

There are around 7,000 languages found in the 192 countries in the world (Grosjean 2010). The humans’ different way to communicate with each other according to the environment setting is called a language. The U.S is a diverse country and people who live in the U.S speaks many different languages. “Even with its large immigrant population and a long history of immigration, the general public in the united states does not support the use of multiple languages” (Freeman and Freeman 142). When immigrants come to the Unites States with different first language, the teachers provide them instruction in English which they don’t know. When they don’t understand anything in English, they start failing their classes. Their teachers put them into special needs program because they think that they need special and disability services.

Over the past few decades much research has been conducted as to how second language is acquired. Many theories of second language acquisition have been formulated. This paper will compare and contrast two influential second language acquisition theories: the behaviorist theory and the innatist theory specifically, Krahsen’s Monitor Theory. An overview of how these theories impact the SIOP Model for lesson planning will follow the description of the selected theories.

After reading chapters 6 & 13 in James Crawford’s book Educating English Learners, two political events that affected the education of English language learners stood out: Proposition 227 also known as the English for the Children Initiative and The No Child Left Behind Act (NCLB) also known as The Elementary and Secondary Education Act. In 1997, Ron Unz organized the creation of Proposition 227 with the help of prominent Latinos. The main objective of the Proposition was to meet conflicting political and policy goals. Unz sought to outlaw a program that many parents wanted without appearing to restrict parental choice; to tie the hands of the school boards that favored bilingual education without seeming to usurp their authority; and to eliminate

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

To differentiate between language learning and acquisition, Krashen ( 1982) thinks that the exposure to language naturally and gradually where a person interact and acquire the messages subconsciously is known as acquisition. On the other hand, using language consciously , when picking one's grammar and words, where communication is not natural means learning."Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill.” This means that acquisition is a process of gradual development of the learner’s ability that occurs subconsciously through in natural communicative situations during interaction. He also adds that the focus during the process of acquisition, it “requires meaningful

Traveling to another country to take a course which would certify me to teach English as a second language is something I did not picture myself doing. I always knew I wanted to work with students, but I was never certain as to what career path I would take. Working with international students who were eager to learn English helped me make my decision to teach English. Taking this course has shown me that I have the ability to teach English. Throughout the course I saw that it is not an easy task. There are many challenges that come with teaching English, but I am ready to face these challenges.

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and

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.

EDUCATION 2017 M.A. in Applied Developmental Psychology George Mason University 2016 B.A., Cum Laude, in Teaching English as a Second Language Liberty University with Chinese minor and Certificate in TESOL 2012 B.A. in Elementary Education University of Iowa PROFESSIONAL EXPERIENCE 2017 LIVINGSTONE ACADEMY Academic Advisor/ Manager 2016-2017 STT PELITA DUNIA English teacher/ Program Coordinator Bridge Builders Global, Indonesia 2015-2016 ENGLISH LANGUAGE INSTITUTE Small Group Coordinator/ Tutor Liberty University, VA 2015 NIBC of NZ English Teacher Bridge Builders Global, New Zealand 2014 APTUS Teacher Workshop Activity Coordinator/ Lecture Assistant & Intensive