Using What You Have Read In This Introduction To TESOL And Your Own Knowledge

Purpose: To highlight the difficulties students have at school and at home when it comes down to learning a language which they aren’t acquainted to and the consequences of such, depending on their social background.

One-point teachers should be aware of language acquisition is that the child ability to participate in a classroom may be affect because of the lack of communication, must of the time students that are second language learners tend to stay quite and demonstrate lack of understanding. It is important to identify these students to be able to approach and teach them adequately.

The most effective methods for teaching are being in a communicative environment where the language is spoken through dialogue, creating stories, brain links, and more. Also, I am interested in Total Physical Response (TPR), where the students associate words with actions. This can later be tied to storytelling (TPRS), where the students act out the narration showing their comprehension. I know this because I have done this with students, and they surprising learn and grasp the language better. The most important aspects of my teaching are motivation and teamwork. Without motivation students would not want to work, the class environment needs to be warm and welcoming. I do not want the students to be scared to learn another language, but open to the idea of it. Teamwork is also key because working on your own can be

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).

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

Ginny Osewalt shares with her readers five common techniques when working with students that have difficulties in learning and those whose principal language is not English. Osewalt prompts educators to keep in mind that the pace within the classroom my need to be slowed down to accommodate or stepped up to challenge individual students. She also stresses that all teachers need to use a variety of methods to meet all students needs and varied learning styles.

She also notes the difference between academia language also known as CALPS: cognitive academic language proficiency and meaningful language - BICS: basic interpersonal communication skills. She mentions how academic language requires more comprehension of the language than interpersonal language; which is more informal and contextual. She also illustrates the importance of treating students for who they are going to become, not the by the fact that they are struggling. A methodology that is represented throughout the book that illustrates the ways teachers can accommodate their language learning students is with scaffolding. Scaffolding is a variety of instructional techniques that are used to assist students to move towards a better understanding of the content and towards independence when it comes to their learning processes. The teacher provides a form of temporary support that will assist the students reach increased levels of understanding and skills acquisition that would not be achievable without aid. All in all, this book will be great for all K-12 teachers and professors; but, I did not review this book because I already did a book review for this book in a different course and it would not widen my prospects of learning more about special

To that end a learners who has a language disorder has difficulty with oral development for example “limited, pronunciation, grammar, and comprehension to be less well-develop than their peers who speak only English. In addition there communication is impaired in interactions with family members and others who speak the same language.

ELL students can only improve their knowledge of language through speaking and writing. Practice is one of the only ways to learn a language. Knowing this students and mentors should be mindful of projects they assign students. Educators should also be mindful of study habits they teach and present to students. When it comes to teaching ELL students it is important for teachers to slow down and give clear directions. It is easy for students to misunderstand language as well as feel overwhelmed. Assigning in class partners or small groups can also be a helpful way for ELL students to interact with other native students academically. Building academic support systems and communities is an important way for nonnative speakers to

With the United States demographics changing rapidly, school systems are flooded with students from other countries. According to state and national guidelines, these students do not have the language skills necessary to be successful in general education classrooms. Teachers often face the dilemma of how to effectively reach these students. Traditional methods or strategies do not fully reach these students, so teachers question themselves as teachers or question the student’s intellectual ability. This frequently causes misconceptions about teaching ELL students. Knowing how a new language is acquired helps many teachers build success quickly, making learning and teaching

Some if the structural problems they can face can be segregation in the schools. The schools can lack the proper resources or lack adequate bilingual programs to instruct the student. The teacher can have problems communicating their concerns with parents due to the language barrier between them. Another big problem with the structural problem is that a lot of ELL’s can be put into special need classrooms instead of mainstreamed due to them not knowing English causing them to fall further behind then they already have. (Adair 2015, pg.

This difficulty may be a challenge, but teachers can help their students overcome this challenge by first remembering the differences in their student’s dialects are not wrong. (Woolfolk 2016). Teachers need to first, get over their own possible stereotypes about students who speak a different language. Second,

My growth as an ESOL educator was in regards to working with the students’ oral language confidence. After talking with some former students last Sunday on the challenges they had when they transitioned to their high schools after being in my school, I noticed that in my school in general the students are not being challenged to step out of their comfort zone (if any) concerning their speaking skills. The growth was in the form of learning from whom I consider the best teachers for the teachers: the students, as well as including in my lessons more opportunities for the students to work on their oral language skills. I am always trying to be a better teacher than the day before, so who better to inform me how to improve my teaching skills?

The answer is that they are not getting the instruction in the language they are fluent in. The teachers feel that “the best way to develop English is to immerse learners in an environment in which they hear, speak, read and write English all day” (Freeman and Freeman 149). This is not true id the student don’t know what they teacher is talking about there is no way they can develop their English skills. But, if a teacher will teach them in their first language and then in English; students can connect some words to their own language. It is a controversial topic that the use of students’ first language is beneficial in students’ second language

These students may find it very difficult to participate in English tasks and will quickly tire when constantly having to converse in English.