The Importance Of Communication In Foreign Language Students

The students have a difficult time understanding cultural behaviorisms, especially when they cannot have it explained to them on a personal level. Learning language involves cognitive and academic development, and their first languages must be involved when learning a new one. Finding the appropriate level of challenging material for students who are trying to understand new concepts in a foreign language is also very difficult, since they must incorporate both the child’s first language, and the new one. (Ludhra 2008).

With culturally diverse environments, foreign students should have the option to learn in their language and English. When a student’s language is not kept alive, it could disappear. Some may say that the best way to teach un-native students is to teach them in only English, but cultures are diminished in this form. Students feel more comfortable when basic impressions teach the students in the way they lean at home, which is with their un-native language.

During the course entitled Diversity and Cultural Issues in TESOL Education, issues of diversity and culture, as well as methods, strategies, and approaches for engaging English language learners were examined. Students all over the world learn English for a variety of reasons. Some students must study English as a requirement. Other students may wish to travel, study abroad, or work in the global marketplace where knowledge of the English language is seen as a prerequisite for success. Still other students have migrated to communities where English is spoken as the primary language. A school’s curriculum may be taught exclusively in English. Whatever the reasons for studying English may be, the one thing students all over the globe learning English have in common is that they are all different. Diversity includes different races, religions, ethnic origins, primary languages, among other human traits and wide-ranging economic circumstances.

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.

For all immigrants and refugees, language is an important tool in their new society for economic and social progress. To help non-English speaking immigrants in their road to success, English as a second language (ESL), became inseparable program for almost every colleges and universities in America. Increasing number of immigrants and refugees, from non-English speaking nations, requires more and more studies to identify challenges that these students encounter in their ESL education. Native language and culture of these newcomers were fixed subjects for studies and researches for many years. According to Niranji, Pathirage, Morrow, Walpitage and Skolits (2014) “international students often face several challenges due to cultural differences as well as psychological issues during the transitions”. Learning a new language is not a simple process; it is a complex procedure of development and transition which includes learning/adopting another culture and connecting with new society.

One of the first things I learned as an English as a Second Language (ESL) teacher was that my students wanted to fit in. Students have anxiety about being different from the other students here in America. Diaz-Rico and Weed (2010) stress that students’ sense of self-worth is threatened when they are acquiring a second language. Making mistakes, although quite normal, is off putting. Lowering students’ affective filter is necessary, in order for them to feel comfortable enough to take risks when using their second language in the classroom. Having high anxiety causes some students to shut down. Their motivation to learn English wanes. Building students’ self-esteem should be every teachers’ priority. Incorporating elements of culture that celebrates students’ culture allows them to continue to take pride in themselves. Diaz-Rico and Weed (2010), emphasize that students’ sense of self-worth increases when schools encourage them to continue using their home language and participate in cultural activities (p. 11). By honoring students’ culture, teachers touch not only the lives of their students, but build a community of learners who will take their classroom success into the world to build a better society that continues to be more accepting of other people’s

One of the best ways to help students learn a second language is to use a variety of settings that promote talk and interaction. These not only help students understand new concepts, but they also help to provide a foundation for learning through reading and writing. Since literacy is part of language, reading and writing develop alongside speaking and listening. Students who spend time talking and listening to each other and working on reading and writing activities are able to develop more proficiency in all language modes.

As an ESOL Instructional Facilitator, an issue that this writer often faces is the struggle of teachers to teach newcomers into the country. Language barriers are often an issue, but the most troubling is the cultural disconnect between newcomers and teachers, as wells as newcomers and their peers. This disparity alienates these newcomers. This writer addresses these issues by educating teachers and modeling culturally responsive teaching. According to Griner (2012), "Culturally responsive teaching can be defined as using the cultural knowledge, prior experiences, frames of reference, and

The moment I began English class and read the textbook On Course, I learned new information about myself to becoming a successful student and having a support system in my education. I began to think about why is communicating about my educational goals to individuals is important to me? How do my family play a significant role in my academics? What methods help me communicate with individuals for someone to understand or if I am listening to someone talk? However, there are many reasons communicating with my family is the most important to me.

Students who are coming from other countries and are forced to adapt at a young age to a completely new culture are under an immense amount of stress. To throw these students into classrooms with fluent speakers with teachers who may not know their mother tongue, nor have the time to teach them English will only have negative effects in their development. The best way to support language acquisition in young students is to create a supportive environment where they can focus on learning the language and not the stress of not knowing

Due to the ESOL population rapidly increasing within the public school population, teachers will encounter children speaking a home language other than English in nearly every classroom and we, as teachers must be adequately prepared to assist them in reaching their fullest potential. “Many students today struggle to meet high academic standards, but ELLs have the added complexity of having to learn and use high-level academic English as they study challenging content in a new language (Echevarria, 2008).” English Language Learners come from diverse backgrounds and enter our classrooms speaking numerous languages. In order to become well prepared to educate these students, the following domains must be concentrated on: Culture (Cross-Cultural Communications), Language and Literacy (Applied Linguistics), Methods of Teaching English to Speakers of Other Languages (ESOL), ESOL Curriculum and Materials Development, and Assessment (ESOL Testing and Evaluation). Putting these topics at the forefront is sure to assist all English Language Learners in reaching academic success.

International students/scholars are facing many challenges when they arrive in the United States. Several major barriers that they face include: 1) Language barriers: Most newly arrived international students/scholars have difficulty in communicating effectively with native English speakers (McClure, 2007; Araujo, 2011; Andrade, 2006). Several factors may contribute to this situation. First, the students who learned English in another accent (e.g. British English) may have trouble following the native American English speakers. Second, native English speakers speak too fast for them. Third, misunderstanding between international students/scholars and the native English speakers may result from missing social context during conversations. Fourth, international students/scholars have trouble understanding slangs and idioms when the meaning is not obvious. Fifth, the lack of opportunities to communicate with the native English speakers hinders many international students/scholars from establishing a meaningful relationship with native English speakers; 2) Academic barriers: Differences in teaching philosophies and theories may result in a teaching style that is very different from the students’ homes. For example, group discussion might be brand new for some students. The students who have trouble in participating in class as actively as the domestic students may struggle to adapt to the different learning style (Marsh & Hau, 2004; Andrade, 2006; Trilokeka & Rasmi, 2011; Zhou,

As mentioned prior, students in middle school are going through significant changes. This means that there must be a clear path of communication between the parents/guardians and the educator. Parent-teacher conferences are a great way for parents to be involved in the learning environment. Through these conferences, parents can learn how their adolescent is performing in class. These conferences not only address academic progress, but also behavioral needs. It is common for students to act up for attention or to look cool in the middle grades. With parent-teacher conferences, the parent(s) can be made aware of any negative behaviors that need to be addressed. Another approach is a school newsletter, which I personally really like. Within the newsletter can be important upcoming dates, shout-outs, and relevant information. I really enjoy the idea of newsletters being sent home versus emailed. This is because I have students who do not have internet access at home. It is not fair for those students and parents to miss out if they do not have internet access. The communication line between parents/guardians and the educator is critical in the middle level. It is crucial for me to fulfill my role as an educator and communicating with the families. If I push this topic to the side, it is my student who suffers. It is not fair to my student to suffer if I do not perform my job the proper way.

Communication is an important tool that billions of people use on a daily basis. There are many forums of communication today. Families have access to computers, tablets, and smart phones all things keep them communicating everyday. In the classroom, communication is also a key for students to succeed. Nevertheless, it is also equally important for the parents and guardians of those students to have constant, quick, and quality information about their students. Furthermore, they need to be able to monitor progress and the be able to help that child learn outside of the classroom. Communication between a teacher and a parent comes in a variety of forms. Subsequently, different technology platforms are utilized the technology that we all have available to us.

The essence of various human civilizations which we have come to acknowledge on a global level is based on Culture. . There are so many cultures across the world. In ancient days, there were Egyptian culture, Roman culture, Babylonian culture, Chinese culture, British culture, Indian culture etc. We must adopt good from all the cultures and we need to develop an integrated culture which must be beyond race, religion, gender. It ought to have soulful central point as human being. English is the best global language to communicate with each other all over the world. , there are five basic elements that comprise culture-based curriculum. Language is at the heart of language teaching and learning and teachers need to constantly