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Low Preparation of ESL Teachers and Students' Scores
Crumpler, B. (2014). ESL Teacher electracy: A shift from flat to digital teaching and learning.
ESL Globe, 10 (2) Retrieved from: https://www.ncsu.edu/eslglobe/ELECTRACY.htm
ESL education, like all of education, is changing. The article stresses the need for ESL teachers to focus on the 3Cs of critical thinking, communication, collaboration and creativity. ESL teachers often struggle with teaching students how to synthesize and analyze texts in a new language. Teachers need to also prepare students to cope with online standardized assessments. PARCC and Smarter Balanced Assessments will soon be digitalized, along with many other common state and national standardized tests. Using technology is a critical component of ESL education, particularly for students unfamiliar with technology in their home environments.
Duff, P. (2001). Language, literacy, content, and (pop) culture: Challenges for ESL students in mainstream courses. The Canadian Modern Language Review, 58 (1). DOI: http://dx.doi.org/10.3138/cmlr.58.1.103
Unfamiliarity with the cultural assumptions and contexts can make learning English very challenging for ESL students. While other students may be able to decipher the meaning of words based upon a word's context in a sentence and previous knowledge, there are often significant gaps in the learning of ESL students in this area of so-called common knowledge of which the teacher may not be aware. ESL education is about cultural and linguistic...
& Tagga, T. (1996). Academic listening/speaking tasks for ESL Students:
Problems, suggestions, and implications. TESOL Quarterly, 30 (2): 297-314.
Retrieved from: http://tesol.aua.am/tqd_2000/tqd_2000/tq_d2000/Vol_30_2.pdf#page=106
Some of the areas ESL students struggle with the most are using English spontaneously and creatively, including in class discussions. Academic listening often draws upon skills students do not use in everyday interactions. The types of writing and speaking stressed in ESL-specific courses are often very different from the open-ended interactions in standard academic courses. Kiran, R. (et al. 2013). A critical study of the problems of ESL students. International Journal of Innovative Technology and Research, 1(1): 028-031. Retrieved from: http://www.ijitr.com/index.php/ojs/article/viewFile/12/10
This article is written from the perspective of a teacher who learned English herself as a second language. It discusses the most common problems experienced by ESL students, including concerns about using their knowledge in an applied fashion.
Shore, K. (2016). Teaching the ESL student. Education World. Retrieved from:
http://www.educationworld.com/a_curr/shore/shore073.shtml
This article discusses the psychological components of making ESL students feel welcome. Quite often the obstacles ESL students face may be due to a sense of low self-confidence. The author stresses finding ways to enhance…
Book Literature
Vernon, S. (2012). ESL Classroom Activities for Teens and Adults: ESL games, fluency activities and grammar drills for EFL and ESL students. 3rd Ed. CreateSpace Independent Publishing Platform.
One way to enhance ESL student's comfort level with using English independently and to acculturate them to slang and English vocabulary is the use of games in the classroom. This book discusses how to use games like BINGO, Mad Libs, movie trivia, and creative storytelling to overcome student shyness. "Games provide a safe, fun outlet for competitive urges" and prevent students from becoming to grade-focused even while they teach important skills (Vernon, 2012, p.12).
As such students at similar levels in both categories were grouped together to ensure optimal benefits for all participants. When evaluated on a practical level, it was found that communicating the benefits of the program to refugee communities was critical to success. Parents in these communities needed to understand that the program offers a pathway for their children towards success and employment, as well as an effective future in the
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
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
(Fletcher & Crochiere, 2004) Motivation to Learn Motivation to learn can be defined as the degree of cognitive effort invested to achieve educational goals (Li, 2003). It can also be understood as the degree of "seriousness" with which a student attempts to address the commitments and targets school with the purpose of: a) master the knowledge and skills rather than and get away with doing the minimum, b) clearly verify 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
1 million today, Smith explains. About 79% of ESL students have Spanish as their native language, and hence, Smith insists, "there is an urgent need for as many teachers as possible to be skilled in and passionate about working with ESL students" (Smith, 2008, p. 5). The mentor (an ESL specialist) needs to apply "professional knowledge to actual practice" when working with another teacher, Smith explains. There are two components to