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Applying language universal in the ESL format
I would show the ESL students the commonalties between their specific language and English. For instance that both languages have distinction between vowels and consonants and also between front and back vowels as well as between obstruent and sonorant consonants.
Going on to grammar I would show them that distinction exists in both too between noun and verb, between pronoun and between subject and object.
Using their language as contrast, I would select subject, verb, pronoun object, choosing via images and actions to illustrate these (e.g. book being both object and noun). Book I would show them can have an -s' added in English as plural but 'fright' which is a verb cannot have an s added to it.
My first activity, in other words, would be to show them that commonalties exist between the new strange language and their own, and that this new language -- English can also be divided into component parts, just as theirs is.
Applying language typology in the ESL format
Linguistic typology describes and explains the common properties and the structural diversity of languages. It has three subgroups but, realistically, I can use two of its subgroups in ESL. The two subgroups that I can use are: (a) qualitative typology which deals with the issue of comparing languages and within-language variance and quantitative typology...
In the second case, I can show how structural patterns are distributed and realized in L2 and I can compare this with their native language to clarify and vivify the point.
Applying pragmatics in the ESL format
Pragmatics is the ability of langue users to match utterances with appropriate context, in other words students learn to use and match socially appropriate language for the situations that they encounter. This can be done in the ESL format in various ways: via classroom mini skits, as for instance dramatizing a restaurant situation. Via movies and visuals -- watching how people speak in social situations, and simulating this themselves in real life such as begun taken by teacher to museums, medical environments, libraries, and other social venues where they can both watch and imitate socially appropriate language.
Applying speech acts in the ESL format
Speech acts are performed in the context of, for instance, apologizing, greeting, making a request, complaining, and proffering an invitation, complimenting, or refusing something.
ESL students can engage in speech acts in several formats. The teacher can serve as model for the way that speech acts are…
Wardhaugh indicates that there is a problematic need in the field to reverse expectations about the capacity of this approach to instruct in practicable and usable linguistic ability. The author takes exception with traditionalist ideas the argue "the single paramount fact about language learning is that it concerns, not problem solving, but the formation and performance of habits." (Wardhaugh, p. 21) The linguistic theorist rejects this principle as failing
Teaching ESL Students At least 3.5 million children every year are identified as possessing limited English proficiency and require additional support before they are mainstreamed into the regular classroom environment (Miller & Endo 2004: 786). Approaches to ESL instruction run the gamut from total immersion to fostering a largely bilingual approach to education for this group of students. The two typical program approaches are that of a transitional bilingual education
The chapter goes on to explicate each writing task by means of examples and further specific guidance for teachers. It is also suggested that the tasks do not need to be applied in isolation, but that they can also be used in combination for greater effectiveness. Examples are given of experience and guided tasks that can be done in groups. In this regard, the author points out that group work
group work, especially for the ESL student? Are there any drawbacks? If so, how might one minimize them? (Chap 14. Sustaining Interactive with Group Work) Group work among students working toward the same goal creates positive energy known as synergy. When one student is having difficulty understanding a concept, he or she can learn from their peers and understand the material in a calmer environment. Group work also allows students
Brevity is also necessary because reading for content and for linguistic problem solving is the focus" (Kruger). In contrast to the brevity of the intensive program the extensive program "consists of longer selections, that are assigned to be read outside of class, like novels or short stories" (Kruger). Of course a major goal of the program was English language knowledge and reading comprehension, but "Vocabulary building is an intrinsic part
ELLs frequently disappear in these comprehensive settings. Similar interpretations about mainstreaming have been made in other English-speaking countries such as Australia, Britain and Canada, where ELLs are also categorized and served under a larger authority of diversity education or literacy education intended for native English speakers who may have learning requirements very dissimilar from their own (Harper and de Jong, 2009). Teaching approaches are founded on theories. ESL teachers often