Teaching English As A Second Language Successfully By An Esl Teacher

ELL stands for English Language Learners and are often students from countries which do not speak English that come to school to learn not only the regular content that a school teaches but also the English language. One of the many issues teachers face in helping students learn the content in class is the challenge of integrating the students’ native language along with the content of the lesson. Studies have shown that “3 years of exposure to English is not long enough for all individual ELLs to catch up to their monolingual peers for all subdomains of language” (Paradis, 2016). To properly teach ELL students both content for subjects as well as the English language teachers need to help integrate English and the students’ native language

This paper will discuss the ESL students and the programming that must be implemented in order to have an effective contributing outcome. ESL students are defined as people whose first born language is not English. However, not all ESL students are immigrants, according to Alberta Education (2007) there are two main groups of ESL learners; Canadian – born and the second is termed as Foreign –born.

ESL is stands for English as a Second Language, which is a program that?s mainly developed to supplement the Bilingual Education in order to give extra help to the immigrants to learn English. ?The profession of teaching English as a second language within the United States began to expand in the 1960s in response to increasing numbers of immigrant and refugee children entering the country, as well as to the growing numbers of international students attending U.S. universities? (Collier and Ovando, 1998). Students in the ESL program receive the instruction of their level of English proficiency, so they can learn the English from the very basic level. Once they get better with their English skills, they will be able to move out the ESL program and be as competitive as the native speakers of English in other subject classes. The first decades of ESL programs fails to help students with academic work in math, science, social studies, and other curricular areas but English. In order to improve this situation, ESL programs started to focus more in helping students with their academic works during the 1950s and 1960s (Collier and Ovando, 1998).

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

Hill, J.D., & Flynn, K.M. (2006). Classroom instruction that works with English language learner. Alexandria, Virginia: Association for Supervision and Curriculum Development.

A full range of services are provided to meet individual needs. One of these services, English as a Second Language, provides support in general education classrooms for students whose first language is not English. The English Language Learning (ELL) Program utilizes various instructional models where students work within a classroom setting, in small groups or individually

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

English language learners (ELLs) need instructional accommodations and modifications in order to succeed in the classroom. In order to help ELLs develop their English language proficiency I would recommend a variety of instructional strategies. Using visuals, gestures and hand motions are extremely helpful for students with little to no English comprehension. Explicitly teaching vocabulary, modeling the vocabulary and proper English, and using word walls are also beneficial to ELLs. Another good way to model and reinforce English is by using audio recordings of books that ELLs can follow along with, doing read-alouds, and providing opportunities to use and practice English in small groups and think-pair-shares. I would also recommend given

The development of English literacy seems daunting at first, even to those of us who’s first language is English. There are many different sounds that ELL students must discriminate even before they can learn words or phrases (Levine, 2103 p. 174). However language development begins at birth, and students have used it to for communicative relationships. Building upon their current knowledge can help student transfer their knowledge of their native language to that of

In addition to my educational background and online teaching experience, I also have experience in teaching learners English in EFL and ESL settings. When teaching in Taiwan (the EFL setting), I taught vocabulary, grammar, reading skills, and structures of essays through readings deriving from the news, articles in magazines, short fiction and non-fiction, and models of essays. In order to effectively teach them, I selected the content of reading materials that were relevant to their English levels and lives so they were able to utilize their prior knowledge to assist them in understanding the texts and be motivated during their reading process. During teaching, I employed the interactive approach, which contained top-down and bottom-up approaches, to develop their knowledge of English vocabulary and grammar and increase their reading competence. Moreover, I used graphic organizers, drawings, images, and guiding questions to enhance their comprehension of texts. When teaching writing, I employed graphic organizers, drawings, and guiding questions to introduce components of essays and assist students in developing their writing competence. In addition, I designed courses to allow students to choose topics that they were interested in or relevant to their daily lives for their writing assignments. Moreover, I gave mini-lessons on grammar especially when

During the last year I have studied English language at an intensive English program (IEP) at the University of Southern Indiana (USI). The program was organized for the international students where the teachers collaborated with the students; by doing this, it made learning the English language very easy to us and helped us to absorb it. However, I have always wondered about how a teacher would teach or deal with children who study the English language as a second language. I used to believe that being English as Second Language (ESL) teacher was going to be seven hours of teaching children the alphabets and memorizing the English words. I had never thought I would have an opportunity to go and observe class of children who study English as second language and see how the teacher works. When I took the Language, literacy, and culture course, I had the chance to do that and I was very excited. I had the chance to be in class with other ESL teachers and observe the way they teach the class. After this observation of watching the students of all ages, of different countries, and how the teacher taught themes, I have changed my opinion of teaching the English as second language Observing Stockwell Elementary School has made me realize that teaching English as a second language is more than memorizing, but also interacting and understanding every student’s needs in learning the language.

A great way to begin learning how to effectively educate ELLs is to ask for the help of a mentor teacher. According to Peregoy and Boyle (2008), there are many things yet to learn about second language acquisition and even the experts disagree on some aspects, however there are three prevailing theories that all ELL teachers should consider when developing an effective classroom experience for their students (p. 46).

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?)

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.