Teaching English as a foreign language

I am writing to express my interest in the full-time position of ESL and TESL Teaching Assistant Professor in the Department of Linguistics. I am currently a doctoral candidate at Ohio State University (OSU) in Columbus with a specialization in Foreign, Second, and Multilingual Language Education (within the TESOL program) and an additional interdisciplinary specialization in Educational Technology. I completed my dissertation oral defend in June and will officially graduate in this early August

Significance of EAL for VCE EAL is a critical subject, especially for students who are new to the Australian schooling systems and teaching and learning conducted in English. Each learning areas have its’ own specific language and technical terms, especially at the VCE level, and without the language proficiency it is very difficult for students to perform well in the subject regardless of the actual knowledge and skills students may have (Macken-Horarik, 1996). For example, many international students

19 Quizzes as non-native speaker of English. Actually, I haven’t felt so happy about my English skill (Ok, my weakness is more when speaking but is not usually when writing). I did not have to afford difficulties when responding to the quizzes. The strong bases I learnt, as a ELL and a MODL teacher provided well results and the Folse chapter, give me the opportunity to go further in terms of different kinds of ELL issues. In the lottery of languages, The Spanish was given during my growth in Colombia

good command of more than two languages in addition to one’s native language (cf. Gehring, 2010). Consequently, various forms of foreign language learning and teaching have become common worldwide, and language courses are offered in school, university, and in the workforce. In particular, English, French, and Spanish as foreign languages have been dominating in school systems around Europe (cf. Decke-Cornill & Küster, 2010). The world language and lingua franca English is widely used for international

For English learners, there are four skills that we must master. According to the research done by native and foreign educators, (Levelt, 1989; Debot, 1992) speaking is more difficult for students. In order to find factors influencing middle school students’ oral English, and know more about oral English. This paper will introduce some research about oral English and stresses the importance of oral English. Since our country has joined WTO, oral English became more and more important. With the trade

by : enisa cahya . chamilanisty@yahoo.com Using Fun Activities to Improve speaking skill for senior high school learners There are many definition of speaking. Speaking is one of the skills that have to be mastered by students in learning English. It is important for students to known definition first. Many experts define speaking in different ways. Brown and Yule (1989) stated in their book. The speakers say words to the listener not only to express what in her mind but also to express what

of the Study English is international language which has been spoken as communication tool for many sectors such as education, technology, diplomacy, economic, and industry. English is needed by people in globalization era. English is learnt by almost all of schools all over the world, from formal schools up to non-formal ones. English is one of important subject in school because English is needed by students to get a job after graduation. Besides, the objective of learning English is the students

The Teaching of English Prose is a major concern of all schools and colleges, but in what shape is it and how is it poised, if at all, to take on new tasks critical to the development of awareness and understanding the young in an age of rapidly evolving information technology. Perhaps the most dramatic the development that has taken place in the field of English language teaching in the last 50 years has been the shift in its primary function.. from being mainly the native language of nations

Development of children’s language awareness in English teaching materials Abstract The paper will focus on the concept of language awareness in the context of young learners. The whole language approach, inductive approach and implicit grammar teaching are advocated in early language education as children by the age of 10 are not able to understand abstract rules and principles. However, for languages to develop naturally grammatical categories have to be present in the instructions. Namely

to take graduate courses in order to earn a master’s degree in education with a concentration in English Language Learners. As an ESL instructor, prior to joining the military, I had arrived at a career plateau. My hopes before taking this course were high. My expectations were met, for the most part Expectations I imagined I would learn how to teach English as a Second Language effectively with teaching materials which would be appropriate for this task. Regarding this course, which I am about to