Visiting Assistant Professor Of Teaching English

How does an English Language Learner learn and what are some ways that we, as teachers, can better help them with their learning? Prior studies into literacy skills of ELL students have identified the different ways ELL students learn compared to students that are only monolingual. Both monolingual English speakers and English Language Learners are more likely to be at equal levels when it comes to decoding and spelling words (August, Shanahan, & Escamilla, 2009). Reading, comprehension, and writing skills of bilingual speakers rarely reach equal levels to those that are monolingual speakers.

It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs.

This is an application for job number ________, Language Arts Teacher. As a recent graduate from Western

In the Early Advanced Stage, English Language Learners are able to communicate well and have good comprehension of information. The teacher should provide various ways for students to engage in realistic writing and speaking opportunities. (Vogt & Echevarria, 2008)

I learned a very broad variety of English skills in my English 101 class. From the time of doing research before writing an essay, I wrote from the reader’s perspective, considering first what the reader would benefit from hearing. I discovered methods of writing so that the reader would be able to easily follow my ideas and notice the connection between them. Along with that, I learned to actively read what others wrote, alter my writing based off it, and courageously participate in the academic conversation. I acquired necessary language arts skills to participate in the academic conversation during my English 101 class.

(Zhang, 2014) Learning English as a Second Language (ESL) in a college setting can be impacted by the professor’s skills to understand their student’s attitudes and emotional needs towards learning.  ESL can be classes can be daunting because of the teacher’s style of teaching, which can

I am writing to apply for the position of Educator Preparation of ELL/ESL, Literacy faculty at Wayne State College. I hold a doctor of philosophy degree in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology. Moreover, I have experience in teaching diverse learners English in EFL and ESL settings. I am confident that my educational background and teaching experience enable me to make contributions to Wayne State College in terms of enhancing undergraduate and graduate students’ knowledge of foreign and second language acquisition and strategies for teaching ESL learners.

I am writing to apply for the position of Continuing Education Instructor, English as a Second Language, in the San Diego Community College District (SDCCD). I hold a doctor of philosophy in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology from the Ohio State University (OSU). Moreover, I have experience in teaching EFL and ESL learners English. I am confident that my educational background and teaching experience enable me to make contributions to the San Diego Community College District in terms of enhancing ESL students’ overall academic English competence and understanding of the Western academic culture and developing professional

The increasing number of English language learners has triggered great attention on how to teach academic content and literacy to English language learners in elementary and middle school classrooms. This article takes four instructions into account aiming at school practitioners involving vocabulary, writing, reading and collaborative conversation. Also, the paper addresses the importance of using responsive literacy instructions for English language learners with learning disabilities. Additionally, three key principles of learning are integrated into those instructions in order to help English language learners not only accomplish academic literacy and language proficiency but also become life-long learners.

With the rise of English language learner population, schools across the America come across many challenges in supporting and providing the appropriate curriculum and materials for their English language learner students (Blazer 6). This section will discuss the challenges and issues that educators face when serving English learners.

Teaching of adult and adolescents through children’s storybooks brings up some interesting points that adult EFL students should not be restricted to only reading, writing, listening and speaking. Children book contains structure and exercise in second language acquirement that can help EFL students to learn the language more effectively and understand it fully and permits the students to observe the exercises and submerge themselves in

The field of adult education has a longstanding tradition of student-centered learning. More recently, there has been an increased emphasis in K-12 education on using student-centered instructional practices in ESL/EFL context. In the traditional classroom, students are the passive participants who spend their class time listening and taking notes or recording what they have heard; on the other hand, teachers are the solely original resource of knowledge or information and practice the “show and tell” model. This is the way how I learned English in my country, China, which is the EFL classroom. Nevertheless, under the circumstance of society which highly advocates choice and democracy, the student-centered approach which

To teach English as a second language successfully, an ESL teacher needs to engage students in various kinds of activities to improve students’ reading and reading abilities, as well as offer more activities to practice their speaking and listening abilities. He/she needs to teach students skills, strategies, and other knowledge and consider other important issues that may affect their English language learning. Firstly, the teacher needs to design a curriculum that includes various kinds of knowledge based on students’ levels. For students who just started to learn English, the curriculum might focus on developing students’ abilities in decoding words and teach them how to spell words. For middle school students, I might offer more reading and writing activities and help them develop their vocabulary. Also, the teacher had better use various kinds of scaffolding strategies in the class to accommodate the needs of ELLs’. He/she can use visuals and realia to help students visualize complex concepts. And they can use graphic organizers to help students figure out the important ideas of the reading materials.

There are two limitations of this study. First, there was not enough time and money for the researchers to examine all the teaching materials besides the textbooks, such as the teachers ' manuals, students ' exercise books, or multimedia supplements. The scope of the study is thus limited to the textbooks only, and does not include the accompanying materials. Therefore, future study can take into account the supplementary materials as well, especially workbooks on the different skills like listening comprehension and writing. The second limitation concerns the participants of the study. The raters, teachers, and students who participated in this study all live in Taipei City or County. The samples of the study are therefore restricted to the northern part of Taiwan. In addition, there might be differences in students ' experience of learning English and students ' proficiency levels between urban and rural areas. Future studies can consult teachers and

Great attention has been paid to the development of English Language Teaching (ELT) in China in the last few decades since English plays an increasingly important role in social, cultural and technical exchanges between China and the rest of the world (Jin & Cortazzi, 2002; Wu, 2001; Qin, 1999). The year 2000 has witnessed an innovation in ELT for the emphasis started being put on the quality rather than the quantity of education and then ELT was expended to primary education in 2001 (Wang, 2006; Hu, 2002; MOE, 2001a). In the same year, the “National English Curriculum Standards for Compulsory and Senior High Schools (Experimental Version)” (MOE, 2001b) were also issued, which set the overall aim of ELT was to develop students’ comprehensive abilities in language in terms of language skills, language knowledge, affects, cultural awareness and learning strategies and the general English teaching objectives were also divided into nine levels. In such a context I chose a compulsory English language course with a class size of 45 for Grade 6 students aging from 11 to 12 in a public primary school in Zhejiang Province in China, identifying its problematic element, analysing how it relates to the rest curriculum development elements and proposing recommended changes as well as the mechanisms used for evaluating the changes.