Teaching Students With English As Their Second Language

I believe assessment is important and is the basis of planning for instruction, whether it is diagnostic prior to learning, formative during units or lessons, or summative to evaluate student learning. Rowan’s quote in Every Teacher’s Guide to Assessment, "After all, in the end, the problem is less the idea of testing itself, but how we design them, apply, them, and make use of their data." definitely has an impact on my assessment practices. I feel it is necessary to make sure the student acquires all aspects of the learning. Assessment should be used to bring a value for students. Within my instruction, I implement daily formative assessments which may include turn and share, quick writes, graphic organizers, online discussion responses, KahootIt, and other forms. Designing the appropriate formative assessment to match the lesson is important to assess how the learning is taught and whether the students are showing progress. In addition, I have worked on building blocks of formative assessments in checklist style leading up to the point of reviewing for a summative test. Each of these are checked off as completed and instant feedback is given. Feedback from an assessment is essential to student learning and how a teacher will ensure the content is being acquired.

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

If you had a child in the nursery who had English as a second language, and knew few words, verbally communicating with this child wouldn’t be the first thing you would do. There are loads of different ways to do this for example; using picture cars with words, not only will this technique help communicate but also help build the childs English vocabulary. Another being demonstrating, for example; in an activity, lets say gluing and sticking, show the child what to do by demonstrating the activity for them to then copy your actions.

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

For an example I give a child a book to look at, sit with her and read the words with her. I let her say the word first and if she doesn’t know it I will discuss it, let her say it, talk about it and then move onto the next. Then maybe a few days later sit with the same book and again encourage her to say the words, if she get stuck on the same words again then remind her how we discussed it before.

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.

with lots of vocabulary. This could be done through putting up displays on the wall which contain

It is vital in my opinion that a teacher develops a strong assessment to determine what kind of prior knowledge students will be bringing to the lesson, but most importantly to evaluate the effectiveness of the unit. A pre-assessment will give us an idea of what level the student is at when covering a certain subject, while a post assessment can give us data on whether students successfully retained the content and were able to achieve the learning goals. Using a formative assessment during the unit can also give the teacher an idea of whether students are coming along in learning the content or not, which could open up some adjustments to the lesson plan. I will use these assessments to adapt to the students learning and provide a reteach

TAKE TURNS SPEAKING. Think of taking conversational turns in a 50-50 turn taking manner. In other words: your child speaks and you listen. Then you speak and your child listens. Then your child speaks again as you listen. This provides the time your child needs to interact with language. In this process we become partners in language with our children.

For this reason, when assessing the overall ability of each student, I prefer to use a wide variety of assessment tools to help assess my students’ English ability. I believe incorporating the majority of performance based assessments, such as; portfolios, group projects, and writing assignments allows each individual student the opportunity to demonstrate what he or she has learned without the added pressure of having to take a test. While I prefer the majority of my assessments to be performance based, I also do incorporate some examinations to provide an opportunity for students to further demonstrate their

Use of visual materials. The classroom is full of billboards, flash cards, big images, cardboards which from what I observed are suitable to teach vocabulary. They enjoy visual activities such as pointing things in a cardboard, etc.

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?)

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.

This paper is primarily intended to present detailed examination about bilingualism and bilingual education from a teaching and student perspective. In first instance, I will deal with some of the definitions of these terms. Following this, I will introduce my interviewee and more information to complement this essay in the topics of learning English as a second language as well as how culture and other factors can affect the learning process of a student. I will also provide some of

Syntax is the rules that govern the word order in sentences. Knowing the syntax will allow the individual to produce infinite number of sentences with correctness and comprehensibility.