teaching English reading and writing to students whose first language is not English. The rationale for the study stems from the need to gain greater international perspective of the teaching of English learners. Results reflect analysis of classroom observation field notes, face-to-face interviews with thirty three teachers and administrators, digital photo journaling, and artifacts. The theoretical framework for this study draws from Collier's Conceptual Model, Acquiring a Second Language, explaining
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to fulfill the needs of English language learners. My family and I are Mexican American with family background from Spain. I was born in Mexico and migrated to the United States at the age of 10. I grew up in a very close and proud family where Spanish was the primary language. Spanish was used in my home by my parents and English by siblings. I was never exposed to other languages until I migrated to the United States. Throughout my life I’ve been exposed to Spanish, English, French (high school)
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This training course is called English for Winners, and before you delve into it, we should find out together if it is for you. Do you want to be a winner? Most English learners are unhappy with their English ability. If you ask the average English learner to assess their skills, you're very likely to get one of these answers: "I studied English at school for more than 5 years, but my English is not so good." "I speak a little English, but I think it's just 'school English'." "I understand it a little
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University Faculty of Graduate Studies and Academic Research English Department The Impact of Immediate Grammatical Error Correction in Senior English Majors’ Accuracy at Hebron University By Hamada Shehdeh Abid Dawood 2012/2013 The Impact of Immediate Grammatical Error Correction in Senior English Majors’ Accuracy at Hebron University Abstract This study aims at investigating the effects of grammatical error correction on EFL learners’ accuracy. Twenty-two males and females senior students
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Dorothy Reed Grand Canyon University: ECH-425 June 13, 2014 In this paper I will be discussing the different ways language abilities and deficiencies impact the literacy development for the different age groups up to age eight. I will also include how teachers should support the English language learners when they are trying to grasp the concept of learning a new language. The word deficiency means not having enough of something that is important or necessary (Merriam-Webster dictionary)
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A Study on Factor Affecting of English Achievement Among The Under Graduate College Student A DISSERTATION PAPER SUBMITTED TO THE DEPT. OF HOME SCIENCE(CALCUTTA UNIVERSITY) IN PERTIAL FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTERS IN HOME SCIENCE BY Baisakhi Ghosh Roll No. 104/HMD/121020 Registration No. 024-1221-0030-09 Under the Guidance of Dr. Susmita Neogi Assistant Professor Department of Home Science Calcutta University 2014 ACKNOWLEDGEMENT I express my
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global position of English is nowadays unassailable due to a range of historical, political and economic reasons, resulting in increasing enthusiasms for researching in the ELT field. Among all the issues identified, ‘which model?’ is one of them that have been considered controversial, especially in pronunciation teaching. Back to the last century, Stern (1983) has already started the debate by raising the question ‘should the class be taught American English or British English?’. (as cited in He
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ICT tools use in language learning to improve communication skills in Arts and science colleges *Dinesh P, **Dr. J. Karthikeyan *Research Scholar, Department of English, School of Social Sciences and Languages, VIT University, Vellore. **Assistant professor (Senior) in English, School of Social Sciences and Languages, VIT University, Vellore. Abstract A resourceful English language teacher to equip with using variety of ICT tools is desirable in English language as a second language classroom. The
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country. Specifically the programs that are located in Texas. In recent news, school officials have noted that the state of Texas has failed its English language learners. Apparently, “30 % of students don’t graduate (Johnson, “Texas is failing its English language learners”)” and the program keep growing each year. According to statistics, “English language learners are one of the fastest-growing student groups in Texas with almost 1 million students, making up 18 percent of the school population (Johnson)
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the first and second language. Most schools on average have one book in Spanish per Spanish-speaking child in schools with bilingual programs. When you provide books in ELL students primary languages, you demonstrate that your students first languages are valued. Teachers can use bilingual books for oral and written language development in English by asking students to talk and write about the books. Students can also use the books to advance development in their first language, or as an asset when
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