Even when they are given a large number of students, teachers know that they must make at least some attempt to individualize their lessons, or at least allow for different learning styles. For teachers of English as a second language, this is often even more pronounced. Students learning English as a second language often come from different backgrounds that make the task easier and harder. First, language acquisition is a skill much different than math, science, or other academic disciplines. Instead, learning a language requires not simply the rote memorization of words and grammar, but instead the ability to synthesize vocabulary, grammar, and meaning in order to achieve fluency. Students "need opportunities to grapple with concepts by discussing topics in meaningful and productive ways" (151). Thus, the English language classroom looks for "meaningful discourse," as well as contributions from students that make that meaning (151). While enhancing the quality of education, this can make teaching in this environment rather difficult. Further, individuals from Latin-based backgrounds may find this task easier,...
That is, because students who speak French or Spanish have sound systems more familiar with the English language than say, Chinese, they may be able to understand the meanings of words that sound like words in their own language, making the difficult process of language acquisition and fluency more manageable. Because of these differences in students learning English as a second language, many English as a second language teachers must determine courses of action specific to their students. In addition to basing curriculum on the popular learning styles -- sensing and intuitive, visual and verbal, and sequential and global -- (Felder and Solomon nd) teachers of English as a second language must also choose from the many methods of teaching this discipline effectively. The choice of method is determined based on the students' background, learning style, and other factors that the teacher finds relevant.
Technology Integration Theory One of the challenges with respect to technology integration in the classroom lies with teacher pedagogical beliefs. Ertmer (2005). Teachers form their opinions about technology in the classroom based largely on their own experiences, the socio-cultural environment and the vicarious experiences of other teachers. The evidence shows that since 2000, technology use in classrooms has increased. Given the increasing number of teachers who were trained in high-technology environments,
(Farah and Ridge, 2009) The successful shift from textbook, memory-based curriculum to a standards-based curriculum is therefore dependent on three things: the development of national standards and goals for curriculum; the development of corresponding assessment tools; and the re-education of teachers towards the objective of altering teachers' attitudes and views of their role in the education system. Rather than simply drilling memorized facts, words or phrases into a student's consciousness-as
The long-term effects of such learning suggest that language skills and vocabulary are also retained longer when learned in a context other than pure ESL instruction (Song 2006). Both quantitative and qualitative data will be collected and analyzed as a part of this research study. Questionnaires with both closed and open response sections will be developed independently for students and ESL instructors, and administered electronically to those involved both in
2002, 108)." By 1996 the teaching of English in Thailand was compulsory for all primary children from the first grade. Teaching English as a Second Language in Thailand Although the teaching of English as a second language has been present in Thailand for quite some time, there are still many issues that arise as it pertains to teaching English in Thailand. In some ways it may appear that English language pedagogy
Language Autobiography What I know about language is that it is essential in life and in learning. We use it to communicate ideas, feelings, needs, and thoughts. Being social creatures, we use language to bond with people, to create bonds of affection, and to create pillars of support for each other and for society as a whole. Language is something that can unite people; but if it is not known, it
Consider the fact that the Iroquois are said not to have had a strong word for the singular "I," and that they subsequently developed what was arguably the longest lasting communal representative democracy the world has ever known. The Inuit, whose culture revolves around the arctic world, have dozens of words for snow - this sort of technical knowledge allows quick and accurate transmission of conditions and training in
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