Teaching Pronunciation : English As A Second Language ( Esl )

If your students are English learners, learn a few key phrases in their native languages to model that it is acceptable to struggle with pronunciation and language learning.

I would suggest that the teach speak slowly and provide enough time for the ELL student to think about a response because the students are translating words to English in their minds..

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.

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

Strategies for Teaching ESL Student - ESL Students in the Classroom. (n.d.). Retrieved February 02, 2016, from https://www.eslpartyland.com/teaching-esl-student

As a volunteer for the Charles H Hulse literacy program, we were asked to teach English language learners from grades 4 to 6 how to transfer their new language skills into public speaking. Initially this was a difficult task as students struggled to adapt their writing skills into speaking skills. Explaining how to speak in an engaging, confident manner is a challenge even for native speakers; the task can be especially difficult for an English language learner.

This artifact represents eleven methods helpful for developing student’s oral language skills. Components essential for developing language and literacy include practice speaking and writing formally, as well as reading and listening. Communication has five areas to oral language development including; vocabulary, syntax (grammar), morphological skills (meaning of words forms and parts), pragmatics (the social rules of communication), and phonological skills (rhymes and syllables). In this artifact I provide strategies for developing these skills emphasizing the need for students to talk more than the teacher, regardless of their skill level. Practice need not always be structured around a curriculum goal such as chemistry, it can be an activity that encourages an ELL student to tell about their favorite food, or their family, or a special tradition they have at home. Developing oral language is about having student practice. Having student’s write down their stories can help develop their literacy.

His pronunciation is definitely one of the biggest areas for improvements. I would rate my student at a 2 under pronunciation because at times it is very hard to understand him. There are certain sounds that he picks up right away and knows how to use it in a sentence. He is still able to say what is on his mind and you are still able to understand what he is saying; it is just difficult at times to understand him.

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

I: Pronunciation and flow. Listen again and repeat. Then practice the main dialog with a partner.

In conclusion, having a good pronunciation is very important in communication. By understanding the significance of pronunciation, you will be able to get your message across to the person that you speaking with. And who knows, it will open doors to many bright futures like job opportunities and maybe new relationship with new people. As the famous South African politician, Nelson Mandela, once said, “❝If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.❞ Thank you very

To be an ESL student in the regular classroom is not easy for the students and the teachers. Researchers agree that most of the time, the high school and middle school teachers are less prepared to receive this type of students in their classroom (DelliCarpini). In regular classroom is difficult for the teachers to think they have different type of the students in the classroom. ESL students do not like to ask a lot of questions even they are not understanding what the teachers say.

Elvis Wagner investigated the use of video texts in testing the listening of ESL students within the experiment exhibited in his article, “The effect of the use of video texts on ESL listening test-taker performance.” While the article itself was based heavily around the experiment conducted to test the effectiveness of video texts in testing listening, Wagner posed very interesting questions which he hoped his findings would portray. Wagner’s first question was the most interesting and asked,

English, as a lingua franca, is a complex process that you need to train and focus on speech, the first thing you should do is to learn how to listen. In the sense that listening means that you have the ability to receive the information issued by the speaker and the ability to understand and respond to the speaker and other information. Because plays an important role in language acquisition. and the ability to distinguish

In the process of teaching English, listening strategy instruction as one of the language learning strategy is the missing piece of the puzzle of most language teaching classrooms. This is more obvious when most learners criticize about their ability in listen appropriately. In fact, language learners do not know the nature of listening, how to improve their listening, and how to overcome the listening comprehension problems occurring while listening. Because of insufficient researches in the field of the study, the present research is going to focus on the listening strategy training to solve the problem.