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¶ … Educational Philosophy Regarding ESOL Students
Being from the place I intend to teach affords me a special insight into the needs of students, their families, and our communities. I was born and raised in Miami, FL, and attended public schools my whole life. Therefore, I also know what our school system is currently like, how it has changed, and what improvements must be made to better serve our students.
Miami also boasts a uniquely diverse cultural environment, as well as a wide range of income levels. The varied student population in any public school in South Florida demands teachers like me, who create inclusive, challenging, and responsible educational environments. My personal educational philosophy is rooted in my sensitivity to the different needs of the student body.
One of my greatest concerns as a teacher in any South Florida school system but especially in Miami-Dade is addressing the needs of non-native English speakers. To include students whose first language is not English into classroom activities can be challenging, especially without sacrificing the needs of advanced English speakers in the same classroom.
However, I believe wholeheartedly that it is possible to help ESOL students keep up with classroom material and overcome the language barrier without suffering either socially or academically. Research reveals several ways teachers can work within diverse linguistic environments such as cooperative learning.
Because I have two boys of my own who both attend private schools, I also have insight into different pedagogy and educational environments. The philosophies of teachers who work in private schools does not differ greatly from those in public schools but the student body tends to be more homogenous in terms of socio-economic class than it would be in a comparable public school. Wherever I work as a teacher I will be acutely sensitive to the issues related to class including access to technology and other educational resources.
Western and Muslim Educational Philosophies The Foundations of Function: Educational Philosophy and Psychology Meet the Social Realities of ESL Instruction Education into English as a Second Language (ESL) has become very important in this country, as many people are coming in from non-English speaking countries because they feel that America has much more to offer them. These children are eager to learn, but they often struggle because they do not understand the
This article is of value to the present research for its identification of some critical research promoting the integration of vocabulary acquisition strategies into more traditional modes of language development instruction. Laufer, B. & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15(4), 391-411 This article by Laufer & Rozovski-Roitblat (2011) adds to the recurrent discussion -- often featuring contributions
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
Description of Learning: Educational institutions are teaching subjects for a digital future but it is from a superficial manner however students need a deeper knowledge of it as a curriculum. When teaching students about math, it should be integrated in all subjects they are learning by being motivated by educators (Singhal, 1997). As shown in the examined scenario planning with an elementary school, it is apparent things became better for the
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
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