Tutoring: Why Colleges Should Take ESL Classes

At school, I hear various different racial and ethnic slurs about other students at the school. For example, I frequently hear groups of Hispanic kids referred to as the ESOL kids because they speak Spanish most of the time as opposed to English. Although some of these students actually are in the ESOL, or English for Speakers of Other Languages, program, this term is used in a derogatory manner to put these students under English speaking students. I have also heard groups of black students, or black people in general, referred to as gangs. This is an extremely offensive term especially since many blacks are not involved with criminal activities. People of various races and ethnicities also loosely use the N-word in a negative aspect at school.

The purpose of this assignment is to discuss the Community Learning and Development provision for ESOL learners in aim to support their assimilation and settlement process into the community as well as empowering them to use skills, they posses and gain, in the best possible way.

University Writing Center (UWC) and Academic Success Center (ASC) are two of the university facilities that help students enrich their academic experience. While UWC assists students in improving their written and oral communication skills through one to one consulting sessions, online resources, and workshops, ASC works to enhance students’ intellectual performance through academic coaching, supplemental instruction, drop-in tutoring sessions, and peer mentoring. Both of the organizations take a collaborative learning approach to encourage students to develop necessary study skills for academic success and increase student retention. ASC offers various student development programs; however, our focus for this proposal will be on drop-in tutoring services offered by ASC.

According to (),“English language learners face many obstacles when reading literature in English. Most literature is culture bound. We expect students to have prior knowledge of literary genres such as fairy tales, myths, legends, and tall tales. If the teacher has not activated prior knowledge or built background information, knowing the vocabulary will not solve the problem. ELLs may be able to read the words but it doesn 't mean they will understand the text. They are not aware of information that the author left unsaid; the information that "everyone knows."

With nearly 30 million immigrants crossing our borders in the last three decades, the United States education system has seen a dramatic increase in the number of English Language Learners (ELLs) entering the classroom (Migration Policy Institute website, n.d.). With this influx of non-native English speakers has come the need to find the best ways possible to meet them where they are academically and teach them accordingly. However, after years of research, education gurus are still divided on how to best meet the needs of ELLs. While there is no clear-cut approach, there are several strategies and programs that schools can implement in order to help immigrant learners and their families be successful in our school system.

Hi Hong Phuc Nguyen, I suggest that Learning Resource Center is very useful for Cypress college students. I often go to there once or twice a week. In the first semester, I had an orientation in here. I am taken around here by the office assistants. Then, I know a lot of things in here. After that, I often go to there to study or need to help. I share room with another family who have 2 babies . So that, it is too noisy for me to study. It is essential to me to study in slient place. When I go there, I am free to use computers with wifi connection. Besides that, I can meet tutors to ask them what English lesson I can not understand in classes. And then , I can count time to get credit fot my EsL classes. I highly recommend other students

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

There are so many diverse student groups in the United States. Two that are really of interest to me are English language learners (ELL), and students in foster care. Though they have many similarities, they are also vastly different.

Communicating what we want to say, how we want to say it is the goal of expressing ourselves linguistically. For English Language Learners (and their teachers), the ability to do that successfully in their new language presents a challenge. In the content areas of instruction, it is especially important to draw out the information that a student already knows in their native language – even when they do not have the linguistic ability to express themselves in English – in order to assess their level of understanding and engage prior knowledge. Using non-linguistic representations provides a way of bridging that gap between actual understanding and the ability to express that

After this summer, I hope that I can finish ESL classes and continue to complete prerequisite courses in Fall semester. Next year, I am planning to take 15 credits for each semester and summer classes also because I want to graduate sooner. I think that I am able to maintain my GPA well when taking five or six

CONTEXT Katie, aged 15, is a highly motivated student from a family with a strong educational background, currently living and studying in a British-style International School in Ho Chi Minh City (HCMC), Vietnam, and is a member of the increasing group of globally-mobile students. Katie can be solidly placed into the “entering phrase” of the transition from Taiwanese national to immigrant in a Western society, where she “has decided to become part of the new community, but is still figuring out what that means” (Hayden 2006:53) at the age of thirteen. She is an example of what has recently been identified as a common occurrence for international school students, children going through a “sojourner adjustment” (McKillop-Ostrom 2000), as can

Did you know that three out of 1000 children are diagnosed with some sort of hearing disability? I know that does not seem like a lot, but to the kids that have the disabilities, it really is. Not having ability to hear the simplest sounds is not only frustrating, but also very irritating. No matter how loud you talk to them, most deaf people will not be able to hear you. This is why we should have Sign Language Classes in School.

1. I used to drink a bottle of vodka a day. (a recovering alcoholic at an AA meeting)

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?)

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