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

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

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