The Challenges Of ESP Teachers

Effective teachers who used the SIOP Model in their lesson plan become an expert in linking language and content in their instruction and expand their quality to accommodate different levels of proficiency in their classrooms. To provide support to ELLs and mainstream students teachers must use all of the components of scaffold content and language instruction in their lesson plans. The difference between teaching ELLs and mainstream students is the level of proficiency and approach of students, to help narrow the achievement gap between ELLs and mainstream students ESL teachers must write clearly define language objectives and share it with the students at the beginning of every lesson, model academic language in the target language

Strategies for teaching ELL students in the general education classrooms are also very important. The ELL teachers gave some great

Each district have to implement the ELPS as part as the curriculum in each subject. (Texas Essential Agency, 1998) ELPS uses four domains which are: listening, speaking, reading and writing. The teachers use the proficiency levels descriptors such as beginner, intermediate, advanced and advance high to determine the accommodations for each of her English language learners to implement them in the lesson plan. The teacher could us this in the classroom by having the students create a foldable using sigh vocabulary, providing visuals or using

Explain how understanding specific English language learners' needs guided the choice of instructional strategies to support the content and language learning.

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.

ESL or ELL students are going to walk into a classroom at different learning levels. Generally, they’ll need to focus on listening, speaking, reading, and

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

Echevarina, J., Vogt, M., & Scott, D. (2013). Making content comprehesbie for english learners: the slop model. (Ex: 4th ed.). Allyn con& Ba. DOI: www.mygcu.edu

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.

Swale’s article is a very direct response to the bane of an EAP practitioner’s existence – sourcing appropriate materials. Swales proffers two options, both necessitating the EAP teacher disguising themselves as a materials writer. The first of these solutions is in the EAP instructor writing source texts. Swales notes the lack of mention the difficulty in finding the ‘perfect’ text gets in ESP/EAP resource books like Jordan’s (1997) ‘A Guide and resource book for teachers’ and Hyland’s (2006) ‘Advanced resource book’ despite the observation made by Dudley-Evans and St John (1998) that the time spent on the hunt for the perfect material to resource an hour’s teaching takes around 15 hours (quoted on p. 6). Swales concedes that finding the

The student’s transcripts reveal that most are in this class for the first time except for six. Due to the wide range of reading levels and English proficiencies, partner or group work is likely to be the favored option in class instruction. The philosophy in this classroom is what is done for one will be done for all. Therefore, the need of the one ESOL student who doesn’t speak English to have extra visual cues and visually based projects needs to be incorporated for all of the students in the classroom as much as possible to include him in class. The option to send this student to the ESOL classroom is not welcomed at this time since if he is there, then he isn’t in class to get the information that he needs. A more visual approach to learning may also assist students who are reading at lower reading levels attain the information that they need about the various texts that we will read instead of leaving them feeling overwhelmed or left

An ELL student presents a challenge because they may require extra attention and instruction for basic tasks, therefore taking up important instruction time. Gottfried addresses this as well in his findings. In the study, he finds that teacher training is one of the most important things. However, years of experience have little to no impact on a teacher’s ability to teach ELL students; what did have an impact was extra formal training in English as a Second Language (ESL) courses. The more specialized training in ESL a teacher had, the better achievement and socioemotional skills both ELL and non-ELL students possessed, and this is good news for teachers. There are unlimited resources available out there for teachers to partake in to help bolster their understanding and success in teaching new things and students with different requirements. Gottfried also points out that when policy-makers, teachers, and administrators focus on how to improve classrooms without necessarily focusing primarily on academic achievement, then ELL and non-ELL students alike may have increased skills in many areas, including socioemotional. Therefore, any teacher overwhelmed with the task of teaching any student that requires special needs or attention can find resources and training to help them

R1 expressed concern over the lack of research with the specific ELL students that he/she works with and the difficulty of educational gaps with those learners. R1 did not further explain what educational gaps are challenging, if the challenges are language specific or possibly due to other learning difficulties. R2 partially echoed R1’s difficulty of an educational gap by explaining his/her concern with a lack of students’ English language knowledge when entering class. R3 reported the challenges were communicating with parents that have no English language skills. R3 did not state any challenges with educating ELL students. R3 further explained that the difficulty is when a translator is not available to assist, which may mean there is a lack of support in the respondent’s school and/or school district for ELL services. Lastly, R4 stated that there are no challenges in educating ELL students as long as they are taught with lots of visual aids. R4 did not further explain if visual aids are the only tool necessary for success or any other reasoning for why no challenges

Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.

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.