Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).
The all too familiar situation of English language learners (ELLs) struggling in a classroom that is not meeting their needs is the theme of this short film. ELL’s present unique challenges for teachers given how the California educational system calls for only one year of English language development (EDL). After this time, English language development goals rest on the shoulders of the general education teacher with the additional requirement of infusing SADIE strategies into their daily lessons.
The article, Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners, explains to educators how to support the language development in young children who are learning English, how to incorporate Personalized Oral Language Learning (POLL) into the classroom, and how to be intentional about supporting the needs of the English language learners. The four individuals who wrote this article consult programs on dual language learners and have their masters or doctorates in education (Magruder, et al., 2013).
Recently, as the schools in the United States become more diverse in cultures, the needs for new English learners to learn the basic of English and grow in fluency has expanded. Nevertheless, a major of English learners receive insufficient education and have low achievement at school. Therefore, the approach of the schools for English learners might not be sufficient for them to unchain themselves from the boundary of differences in language and culture. As a result, the article “What It Takes for English Learners to Succeed” from Jana Echevarria, Nancy Frey, and Doug Fisher provides a guideline for teachers to help their English learners by using the four practices of “Access, Climate, Expectation, and Language Instruction.” The four practices can be divided into two categories. Access, climate, and expectations focus on educational settings, while language instruction focuses on teaching contents.
The ability for an educator to produce a safe learning environment should not take years of chaos and turmoil to find solutions to behavior problems in the classroom. The availability of researched based information found on the internet is only seconds away. Professional learning communities are available to assist in such matters, yet persistent discipline problems end careers for many young teachers. Polat, Kaya, and Akdag (2013) stated teachers new to the education system leave the profession within their first three years of employment. What can be done to stop the outflow of educators leaving the field as the inflow of students continues to increase? Educators must be reflective teachers in order to change practices that fall short
Ananyeva, M. (2013). A learning curriculum: Toward student-driven pedagogy in the context of adult English for academic purposes, English for specific purposes, and workplace English programs. TESOL Journal, 5(1), 8-31.
There has been growing concern amongst researchers in the English as a Second Language (EAL) field, that teachers are not trained adequately enough to teach students, particularly in rural areas. Murakami (2008) undertook research that addressed the second language (L2) educational issue of EAL teacher training as well as its significance to the field of EAL teaching. In her article, she reveals the findings of research she conducted in a rural area of England that was experiencing an increasing number of students who speak English as their L2. She highlights the application of a specific approach to her research, that being an action research, and provides a detailed description and justification of this approach, as well as the steps undertaken during her research. This essay will critically review the research approach and design adopted by Murakami (2008).
Across most of Europe, foreign language learning for at least one year is obligatory for all pupils whilst in compulsory education (Eurydice, 2012), so it is no wonder that research into the most affective foreign language teaching methods continues to grow. One such methodology that has gained momentum in recent decades is Content and Language Integrated Learning (CLIL). The term was first introduced in 1994 by David Marsh and Anne Maljers (Marsh, 1994) and is an umbrella term that covers more than twenty educational approaches, each sharing common methodologies (Marsh, 2006), and all of which are related to the instruction of a second language in certain subjects of the curriculum other than language classes. Although this term was not
The role of a teacher in today’s world is a complex and diverse one. Not only teachers play a crucial and vital role in providing content area knowledge to students, but also providing intellectual and social development, having integrity, being honest and always modeling appropriate conduct in the classroom and the community. Being a teacher is much more than just executing lesson plans; they also carry the role of effectively communicate with a variety of constituents, applicate of the Code of Ethics and Principles of Professional Conduct, and comprehend the grounds and procedures for disciplinary actions that can be imposed by the Education Practices Commission.
Recent decades has witnessed the method of language teaching in Second Language Acquisition (SLA) has a shift from grammar-translation toward Communicative Language Teaching (CLT) (Brandl, 2007). During the 20th century, as increased attention was paid to the demand of communication skills, grammar-translation method which emphasizing knowledge of grammatical rules and translation activities was no longer effective (Richards & Rodgers, 2001). In Australia, CLT is a preferred approach to be adopted for second language teaching (Fernandez, 2008). Therefore, the pedagogy of CLT incorporating an array of supportive teaching strategies will be implemented in my LOTE teaching to ensure that all L2 learners are engaged, challenged and learning successfully.
On the contrary, teachers may leave University with extensive theoretical knowledge about linguistics but it can be sometimes seem far removed from the real concrete situations they face in the field; and just one practical case they have to deal with may give them more insight into a problem and its solutions than any amount of theoretical understanding. In this sense, it is noteworthy that much of linguistics today is corpus-based. Which means that the theories actually come from studying "real world" texts and are therefore founded in practical experience. A language teacher can build on linguistics research trough their own experience to improve their teaching ability. Within this context, a teacher gaining knowledge from practice will have real samples on how language is used by their students regarding language acquisition and learning; so they will be able to base their investigations on them. The more practice teachers have the wider learners corpora will be there for the development of this technique, allowing them to detect and recognise the most frequent uses and structures with a view to introduce them in the curriculum. (Gries, S, 2009)
Theories abound reporting the most effective method of teaching English as a language, and the two methods that people tend to subscribe to are 1) primarily focus on the technical side of the language or 2) primarily focus on the content. Stephen Krashen believed that “subconscious acquisition” of a language “is separate from conscious learning and is superior in the long run,” as H. Douglas Brown paraphrases in Principles of Language Learning and Teaching (289). As one of his hypotheses of language acquisition, he insisted that immersion into the language is the best way to acquire a language and that focusing on the linguistic side of the language does not contribute to acquisition. Krashen also insists that language acquisition is based on comprehensible input and that production of the language is not necessary to acquisition; however, Merrill Swain theorized that comprehensible output is more important to language acquisition, as it requires learners to try various methods of communication, “[pushing] them ahead in their development” (Lightbown and Spada 115).Swain and Krashen’s theories intersect in the fact that both theories do not necessarily require corrective feedback, but that is the extent of the similarity. Swain’s theory of comprehensible output supports the idea of content-based instruction in that a CBI classroom requires learners to produce language that has meaning. Moreover, as Ausubel theorized, information (e.g. language) is best retained “meaningful
In his treatment of the historical developments in language pedagogy, Stern (1992) isolates three ways in which language pedagogy has aimed to renew and improve itself:1. Innovation through change in teaching methods; 2. Innovation through language-related sciences and research;