The Purpose Of ESP And General English

What do you think of the requirement to learn English? Did you know you can find English speakers in almost every country around the world? English is the world’s most commonly spoken language because it allows its speakers to be more poised while facing difficult situation in their lives. Knowing English can able you to manage a wide variety of your difficulties. English can assist you in discussions with people of all backgrounds and ethnicities. Knowing English helps you learn new things and understand other’s opinions.

Moreover, two primary aspects of ESL students and the ESL program can be exigent (pressing or demanding) for both the student and EA's. All ESL students are confronted by challenges. It is our job to ensure these encounters are met with comfort and fluent adaptions.

ESL is stands for English as a Second Language, which is a program that?s mainly developed to supplement the Bilingual Education in order to give extra help to the immigrants to learn English. ?The profession of teaching English as a second language within the United States began to expand in the 1960s in response to increasing numbers of immigrant and refugee children entering the country, as well as to the growing numbers of international students attending U.S. universities? (Collier and Ovando, 1998). Students in the ESL program receive the instruction of their level of English proficiency, so they can learn the English from the very basic level. Once they get better with their English skills, they will be able to move out the ESL program and be as competitive as the native speakers of English in other subject classes. The first decades of ESL programs fails to help students with academic work in math, science, social studies, and other curricular areas but English. In order to improve this situation, ESL programs started to focus more in helping students with their academic works during the 1950s and 1960s (Collier and Ovando, 1998).

Some people even believe that English is global language because 80% of the internet content uses the medium of English to communicate with the internet users and some other evidences. Although these arguments are valid, they don’t make English as the global language. In this article, Ms. Wallraff has responded to such people who are ignorant of the facts about universality of English language and have firm belief that English is

A full range of services are provided to meet individual needs. One of these services, English as a Second Language, provides support in general education classrooms for students whose first language is not English. The English Language Learning (ELL) Program utilizes various instructional models where students work within a classroom setting, in small groups or individually

Unfortunately, few U.S. teachers are prepared to meet the needs of the growing school-age ELL demographic. Traditional ESL instructional methods and content-area teachers who are ill-prepared to meet the academic needs of ELLs have also helped to create the need for SIOP. Traditional ESL methods segregated ELLs from their English-proficient peers in classes that emphasized communication skills over academic content (DelliCarpini, 2008) until they could show basic mastery of English, causing them to fall even further behind in content area classes (Fratt, 2007). Without the systematic language development offered by the SIOP model, many ELLs will never gain the academic language and skills needed to succeed in content-area classes or on standardized tests (Short & Echevarria, 2004).

The student can comprehend some English and can respond with simple sentences. Most reading is limited to what is orally comprehended. At the tier 2 level the ESOL and general education serve the student in the general education classroom and the student also has an ESOL class. The ESOL teacher will support the student within the general education classroom to ensure academic success. The ESOL teacher will also serve the student within an ESOL classroom that will focus on incorporating the English language from familiar sources such as TV, radio, and movies. The ESOL teacher will conduct writing exercises using familiar surroundings. The ability for the student to receive the academic support within the general classroom will give the student the ability to be proficient in academic areas. The support given within the ESOL classroom will give the student the needed to support to learn the English language striving to become proficient in their usage of the

In today’s society, there are many reasons why people in the world need to know the fundamentals of using Standard English. When working in a business environment, we as employees need to know how to use Standard English to compete in the world and become successful. Many opportunities and rewards can come from learning how to use proper Standard English. There are many reasons why people should use Standard English in an office or workspace frequently, and using non-standard English can lead to many effects on your outlook as a professional.

English has undergone some changes in relation to its status in the world. Some years ago, it only became the first or second language for several countries. Nowadays, alongside with the development of information, communication, and technology the status of English becomes a lingua franca in the world. That is, a language that is used as a means of communication between people with different language. This change, of course, brings some impacts in the roles of English as a language. English is not seen as a language for identity anymore. Yet, it functions mainly as a means of communication. Added to this, the change of the English status as a lingua franca will also impact to the educational sector especially in English Language Teaching (ELT). With regard to this issue, this paper tries to present the notion of English as a Lingua Franca (ELF) and its implication to the teaching learning process especially in Indonesian context.

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.

Acquiring and learning a second language do not refer only to handling oral communication skills. It is more than that; it takes the students´ abilities in enhancing their lexicon, their management in syntax, and their perspective about words´ influences in people. Thus, summing this up, it is indispensable that ESL students have a grand deal about linguistic knowledge. In other words, ESL learners not only require speaking, but also reading, writing and thinking in English when they complete whatever English career.

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and

Globalization has also contributed to an increasing interest in English-language education worldwide. In response to the emergence of English as a world-linking, global language, an increasing number of schools have stepped up English–language requirements, even at undergraduate levels. The argument is that a universal teaching language is necessary as a natural consequence of globalization.

As we know, the traditional English Language Teaching (ELT) often comes in many varieties, but is often characterized by the teacher spending quite a lot of class time using the board to explain things-as if ‘transmitting’ knowledge to the class(Scrivener, 2011, p14). The teacher’s role according to Scrivener has been put forward into three categories.

English as a medium of instruction has developed as a global trend for a range of reasons. Nowadays EMI is truly a global phenomenon. In this literature review, I look at the historical backgrounds of EMI in three periods prior to a global phenomenon. What is more, I reflect upon the current developments of EMI at tertiary education focusing on the spread of EMI into the global universities, EMI in European universities, EMI in Asian universities and EMI in Thai universities. In each section, I link the current literature review to my initial research at the end of the sections in order to form my research grounds.