What Is The Most Challenging Aspect Of Teaching And Learning

teachers of ELLs and more importantly, higher outcomes for ELLs (p. 9). De Jong and Harper (2005) consider instruction that takes concern to, “explicit attention in linguistic and cultural needs of ELLs is lacking in most teacher preparation programs” (p. 101).

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

During our last class I had the honor of speaking with, Mrs. Laura Verges, an elementary school ELL teacher. She told some of my classmates and I, about her experiences, both negative and positive, and gave us a great look into what it’s like to work with young English language learners.

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

In many cases there is an assumption that by placing an ELL student into a mainstream English-speaking classroom they will quickly acclimate themselves to English because that is what they are surrounded by during the school-day. Students will hear English being spoken and will quickly pick up on what is being asked of them.

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

be English Language Learners, (ELL) for them to benefit from this lesson or to meet state

I found it interesting that of the three ELL teachers interviewed, only one had a personal ELL experience. This teacher teaches at my middle school. She moved here from Poland when she was nine years old. She didn’t know any English besides basic words like colors

For teachers, I believe they are lacking in having efficient data, practices, and resources. These three categories play an essential role in educating, evaluating, and caring for ELL students. Communication is a huge factor when it comes to instruction in the classroom. In the past research has shown poor communication between teachers, students and families. Schools often lack in providing differentiated methods and tools to teach ELL students. Schools in the past have failed to offer the correct assessments that were needed in order to diagnose each student's needs and measure their individualized learning standards. Educators can easily become frustrated because there is such a wide range of English learners. This means academic levels are different and the educators have not received the proper training or instructions on how to correctly educate ELL students.

I would suggest that the teach speak slowly and provide enough time for the ELL student to think about a response because the students are translating words to English in their minds..

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

Through my bibliographic search, I was able to learn the specifics of what scholars were discoursing on in regards to this topic. Current debates began with the teachers themselves. One article found that ELL teachers were generally “unwelcoming” (Reeves 2006). Reasons for this were the concern that there’s not enough time to address all the students’ needs, too much work for teachers when students are also enrolled in non-ELL classes, and feelings of unqualification to teacher ELL students (Reeves 2006). Another area of discussion is whether ELL programs should take an inclusion approach vs exclusion (from normal school curriculum) approach. Inclusion is when students are mainstreamed for most of the day, with some specific ELL classes. If only in ELL classes, students may not have access to the mainstream education needed to succeed (Reeves 2006). One article stressed the importance of education at home as well. If English is not also spoken at home, acquisition is slowed (Allen 2011). Pride also affects the rate of learning, students will often claim to understand, even though they d not, to avoid the perception of being ignorant (2011).

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.

Over the summer I worked with students at a local school called Hanley International Academy, I taught ladies that were older than me, and are ESL; I honestly thought it was the easiest job ever prior to starting. However, I started to understand that teaching needs time and explaining within the time I worked I took everything serious. Before beginning any teaching, I had to assist each student’s ability to understand English. Then, I started off with very simple assignments. When teaching ESL students the first step is to explain what the alphabet, how much are letters are in the alphabets, and how to use them. Then you have to teach them how to write them when they have understood how to read and write then you must move on to the next concept. That doesn’t mean to forget about it completely. Next, you say the alphabets and let them read after you until they have pronounced it perfectly. Then start with the next step I made