TEYL Reflective Essay

In many other countries such as India and Philippines English has a dominant role in elite class an upper middle class of society. Indonesian language also achieved no.5 ranking in the world amongst all the languages. The use of Dutch is completely vanished in the Indonesian society and students are also taking English language as an optional subject in their studies. English is not playing a dominant role in the Indonesian education and many of the high scored postgraduates don’t have any knowledge of English. From the social perspective Indonesian language is much more acceptable among all the sections of the society and people easily connect Indonesian language with the culture of Indonesia. There is a serious problem attached with Indonesian language and that problem is the lack of vocabulary and the people are using vernacular languages as the replacement (Dardjowidjojo, 1998). Indonesian language has adopted many technical words from English language such as komputer, handpone and telepon etc. (Hakim, 2015). The Indonesian language needs to develop its vocabulary for attracting youth in

The syllabus consists of five specific topic areas: • • • • • Topic 1 Learners and teachers, and the teaching and learning context Topic 2 Language analysis and awareness Topic 3 Language skills: reading, listening, speaking and writing Topic 4 Planning and resources for different teaching contexts Topic 5 Developing teaching skills and professionalism.

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.

English language is still become foreign language in Indonesia but in Malaysia and other advanced countries,English has become second language after their native language. However,the important of English language in Indonesia can not be ignored. Many tourism and beautiful places in our country interest people from around the world to visit Indonesia.They need guide to visit our country.So, Indonesian societies demanded to master in English language eventhough only in basic skill for communication.

English Language Learners are children whose primary language is not English. This paper will include important topics such as: strategies for classroom teachers, How to adjust classroom instruction, and facilitating language learning. This will help guide new and existing teachers in the ELL process. I will discuss do and don’t with Ell’s and also different classroom strategies. It is not always easy to remember to be mindful of all students when planning instruction but this paper will help with all aspects of ELL learners and things that we must do when it comes to teaching these learners.

Considering the school’s focus on English as a second language instruction, the staff and school program are developed to provide these students with the optimum learning support in English acquisition. Every teacher is either certified in teaching English to speakers of other languages (TESOL) or is currently pursuing their certification. All of the teachers integrate language support in their sheltered classrooms. Some of the staff also speaks a language other than English. This makes it easier to communicate with many of the students. In addition to this, there are ESL

At the heart of my teaching is the fundamental belief that every individual possesses a unique quality, and when encouraged, can contribute and enhance the learning environment of any classroom. As a teacher, it is my reasonability to foster learning while helping to empower my students to reach their fullest potential in developing their English ability. In each opportunity to interact with students both inside and outside of the classroom, I aim to motivate and involve each student to become a life-long learner of English. In addition to strengthening students’ academic development, I also aim for students to develop a greater enthusiasm for global communication and a deeper understanding of cultural awareness throughout the course of their study.

ELLs face a series of adversities in their attempts to attain academic literacy and language development. For instance, they are exposed to curricula designed for monolingual English students. Another adversity is that teachers are not well prepared regarding the content-area they teach and consequently do not provide the needed explicit instruction (Ávalos, Zisselsberger, Langer-Osuna, & Secada, 2015 p.259). It is the task for teachers and school administrators to master the content of the area to be taught and to use optimal pedagogical practices which reflect such teachers’ knowledge (Ávalos, Zisselsberger, Langer-Osuna, & Secada, 2015 p.261). They should provide learners with favorable circumstances to attain English language and literacy

Therefore, as a mentor in service learning, it was my job to recognize the students’ needs and differentiate instruction to meet my student’s needs. Every student learns the same things, but in different ways. Thus, I had to present the same task in different ways at the different levels so that my English Language Learner will understand the materials and learn. While tutoring my student Eh Kaw Soe I mostly touch on reading aloud, writing short sentences, short and long vowel, vocabulary and math. Also, I taught a different topic every Thursday. Moreover, before moving to the next topic, I reviewed the previous topic to make my student improved his metacognition about the topic and use his higher level of thinking skills. For example, every Thursday I write vocabulary words on the flash cards and go over before reading aloud and after reading to make sure the student understands the words that are used in the book. Moreover, I provided instruction in a step-by-step manner by modeling and demonstrating the task for my student with the level of their

My experience as an English Language Learner (ELL) has allowed me to gain an understanding that all students are unique. Each student brings different experiences, customs, beliefs, and traditions into the classroom. Therefore, to effectively enhance learning, their background must be given great consideration. For that reason, I will stimulate learning through class lectures, hands-on assignments, classroom discussions, individual assignments, group projects, and technology. By using different methods, all students will have the opportunity for growth, whether they are visual, auditory, or kinesthetic learners.

English plays a big role in managing Malaysian’s everyday life. Students in Malaysia might face difficulty in learning English as it is not the first language among them. Marlyna, Tan and Khazriyati’s (2007) study on interference effect of Bahasa Malaysia in the acquisition of English literacy among Form One students discovered that most of the students have difficulty in using the correct English grammar, and made mistakes in the usage of articles and subject-verb agreement. In addition, the problems in speaking, listening, or even to interact with their teacher are also the commons problem faced by the

Qualifications and positions. Che Wan Ida Rahimah is associated with University of Malaysia Terengganu. The author’s position is a faculty member within the Social Development department where she lectures on the subject of English as a Second Language. Interests of the author include technology and online learning programs.

It is astonishing that my journey through English class has come to a close. My path has been a smooth and enjoyable one, and it is with great sadness that I begin to gather up the ends of my literary education. I know that I will continue to grow and develop as a critical reader/thinker throughout my life, but I will miss the educational structure that has shaped my literary understanding for the last year.

The ESL mentor can assist the teacher to set achievable goals for ESL students at the beginning of the semester. In teaching ESL students, success is not always measured on a report card. Therefore, teachers have to be guided to observe his/her ESL students closely by focusing on issues such as the progress demonstrated by the student over time and by observing to see if the student is more comfortable participating in class and asking questions (Mittica 2003). Above all, ESL mentors can provide a "vision of students as capable individuals for whom limited English proficiency does not signify a lack of academic skills and does not represent an incurable situation" (Walqui, 1999 in Mittica, 2003). ESL mentors can guide mainstream teachers in discovering his/her students ' strengths and to celebrate multicultural education (Mittica 2003). By fully involving mainstream classroom teachers in the education of ESL students, these students will be more likely to achieve success and adjust to their lives in a new country (Mittica 2003).

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