What Links Theory Into Practice Within The Classroom

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

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

Each year, schools across the nation are seeing an increase in the amount of English language learners they are receiving. Teachers of all grade levels are finding it harder and harder to teach these ELLs because of lack of or little to no proper training. So the article, Setting the Foundation for Working with English Language Learners in the Secondary Classroom aims to show you the ideas and strategies that current and future teachers can incorporate into their daily class lessons to make them more effective in meeting the academic needs of ELLs and in helping them learn the target language.

English Language Learners are children whose primary language is not English. This paper will include important topics such as: strategies for classroom teachers, How to adjust classroom instruction, and facilitating language learning. This will help guide new and existing teachers in the ELL process. I will discuss do and don’t with Ell’s and also different classroom strategies. It is not always easy to remember to be mindful of all students when planning instruction but this paper will help with all aspects of ELL learners and things that we must do when it comes to teaching these learners.

My experience as an English Language Learner (ELL) has allowed me to gain an understanding that all students are unique. Each student brings different experiences, customs, beliefs, and traditions into the classroom. Therefore, to effectively enhance learning, their background must be given great consideration. For that reason, I will stimulate learning through class lectures, hands-on assignments, classroom discussions, individual assignments, group projects, and technology. By using different methods, all students will have the opportunity for growth, whether they are visual, auditory, or kinesthetic learners.

Education is an essential aspect to the lives of students and teachers. As stated by Smith, Dockrell, & Tomlinson (1997) in their valuation of the connection between pedagogical approaches and cultural diversity, the interpretation of the conceptual framework of the curriculum requires the understanding of cultural backgrounds. The concept of development and learning requires the involvement of individuals, their self-regulatory abilities and meditation of socio-cultural inclusion of pedagogical practices within the curriculum teaching in the classroom (Smith, Dockrell, & Tomlinson, 1997). There exists an ontological assumption of knowledge being an individual product and not a cultural product (Carrington & Robinson, 2009). Education depends on personal internalization of concepts and it takes the efforts of the teacher to guide students through transformational processes for acceptance of learning.

My framework is based on a Kato Teu a Tongan handmade basket, putting my framework into practice is an exciting moment for me as it allowed me to utilize my knowledge and observe whether my framework and its concepts and principles within it fits for working in the community, my principles stem from my mnemonic word I choose which is RATE and each letter stands for R-Resources, A-Achievement, T-Time and E-Education. This also gave me the chance to see if it could be used bi-culturally instead of just for my pacific people.

For students who are learning a second language, school can represent a heavy task. As teachers we need to support them and pay attention to their language needs. There are many strategies and ways to educate English Language Learner students. However as educators we must first create an environment of respect and include English Language Learner students in our teaching lessons. We also need to provide them with meaningful and comprehensible lessons that will help them grown academically. My three major goals that I have for my ELL students is build on students ' background knowledge to increase comprehension, increase ELL students ' English language production and peer interaction, and increase ELL parent involvement. First of all, to accomplish my goals I have to create an environment in which students are motivated to learn no matter their culture, and language.

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

In addition to my educational background and online teaching experience, I also have experience in teaching learners English in EFL and ESL settings. When teaching in Taiwan (the EFL setting), I taught vocabulary, grammar, reading skills, and structures of essays through readings deriving from the news, articles in magazines, short fiction and non-fiction, and models of essays. In order to effectively teach them, I selected the content of reading materials that were relevant to their English levels and lives so they were able to utilize their prior knowledge to assist them in understanding the texts and be motivated during their reading process. During teaching, I employed the interactive approach, which contained top-down and bottom-up approaches, to develop their knowledge of English vocabulary and grammar and increase their reading competence. Moreover, I used graphic organizers, drawings, images, and guiding questions to enhance their comprehension of texts. When teaching writing, I employed graphic organizers, drawings, and guiding questions to introduce components of essays and assist students in developing their writing competence. In addition, I designed courses to allow students to choose topics that they were interested in or relevant to their daily lives for their writing assignments. Moreover, I gave mini-lessons on grammar especially when

These factors have been included in the book where the chronological order of such elements based on their difficulty provides a smooth and proper understanding of mastering The English language for both learners and teachers. It is for these reasons that the following essay seeks to emphasis the fact that 50 Strategies for Teaching English Language Learners provides the basis through which English language learners can empirically apply classroom work and become masters of this language. It is one of the few exceptional texts available, which offers practical application of classrooms English lessons and therefore making learners well equipped in this language.

ABSTRACT: The objective of an English teacher is to make the learners learn English successfully and to enhance their communicative competence as this is the need of the hour. In the present scenario the learners themselves are coming forward to learn English and they are actively participating in the classroom activities. With little guidance of the teacher they attempt to become the efficient scholars of English. So there is a complete shift from teacher oriented approach to a learner centered approach. The learners tend to participate actively when the class is interesting. To make the class more interesting the teacher selects the topics that interest them. Gradually this approach changed to an interest oriented learner centered approach. In this process of learning the language learners adopt their own methods and strategies depending on their styles of learning. They select the more appropriate strategies to fit their learning styles. This paper focuses on the role of learning styles and strategies in a language classroom.

This essay will take just a peek at some of the pedagogical aspects of Communicative Language Teaching and the teachers therein.

The Audio-lingual Method (ALM), by its very name – “audio” and “lingual” – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking. Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers

Student also need English both for pursuing their studies and communicate in real life situation after they leave university. English needed to perform a large number of communicative acts i.e. comprehend and interpret professional material in English, read general books and magazines for information or pleasure, persuade people to do certain other activities. Our approach to language teaching should then be such that students are enabled to use English for the purposes they would need to use it.