Challenges of Limited English Language in the Classroom In many classrooms today non native English speakers go into the regular ones. This practice is known as Sheltered English approach. The main purpose of it is to provide understandable instructions to Limited English Language students. The innovation played an important role in increasing the level of knowledge of LEP students; they did not compete with native English speakers, but work with them on peer conditions. But Sheltered English approach demand the following of some techniques, aimed to help teachers in creating friendly and optimal atmosphere in the class for all groups of students. The program was successfully developed because it was concentrated on the simultaneous actions of English speaking surrounding and proficiency of teachers. So, the main task of teachers, working with ELL students, is to encourage students to maintain the language.
There are some methods, that are used by teachers in sheltered classes. They include pre instruction activities, visual aids, cooperation students in groups, usage of re-phrasing and music while conducting the lesson. It is impossible to say, which method or strategy is the best, because they are rarely used separately, though some of them are much more appropriate for a age level and at a certain language proficiency stage. So, while choosing the methods, it is important to take into account both age- and linguistically peculiarities of ELL students. Lets examine the effectiveness of using the strategies in elementary education, because I think it is the main stage, on which students self-esteem creates. By the way, it is known, that a good beginning is half the battle! As it was said earlier, a choice of teachers strategy should be based on students age peculiarities.
The Term Paper on The Effect Of The Graphic Organizer Strategy On University Students’ English Vocabulary Building
... studied a remedial English language course. Their age ranged between eighteen and twenty-two. 2.2 Material Studied The material taught to students in both ... Keywords: EFL vocabulary building, the graphic organizer strategy, university students, vocabulary instruction, incremental growth 1. Introduction Teachers are constantly faced with introducing new ...
First of all, students, studying at an elementary school, as usual have a great will to know and are not afraid of difficulties. They are creative, enthusiastic and have good abilities to study, if there are not some mental and physical defections. But there are some disadvantages of this age. They should be examined by elementary school teachers carefully. First of all, children have no good power to draw conclusions, to organize their work and to collect their thoughts. The other peculiarity of the age is that students are tired quickly and easily feel themselves bored.
All these should be taken into account while conducting a lesson with Limited English Language students at an elementary classroom. So, the strategies chosen should be different with a lot of visual aids and instructions. But the amount of creative tasks, which need critical thinking and analysis, should be diminished. Having examined all parts of teaching process, pointed above, lets consider teaching strategies more carefully. The usage of Semantic Webbing strategy can become an effective way which helps students. It is a process of organizing and creating a visual reflection of information, which was taken from a textbook or a lesson.
It is especially useful for students who benefit from visual aides. As they say, it is better to see one time, than to listen for hundred times; so, it is effective to give both an auditory and visual explanation. Though the strategy can be successfully used in secondary ages, it is almost usefulness in a primary stage, because it needs persevering and the ability to work on ones own. Many teachers use KWL charts. They help teachers greatly with getting information about students background knowledge and interests. The strategy is based on discovering of what students know about the topic and what they would like to know by the end of the study. They are asked to fill columns K (what I know) and W (what I want to know) at first.
The Homework on Good Student And Good Teacher
Good teachers have a good qualifications and subject knowledge; they are organised, energetic and have empathy and good communication skills. This is obviously important for good education. However, it is really the diligence and intelligence of the student that determines whether learning will be successful or not. Although every student benefits from good teachers, only a fraction of a ...
The last column L (what I’ve learned) will be complete later, and help to realize that students have learned something. This technique can be used for elementary education, but only at a class activity, and should be well-prepared and organized by a teacher. Another modern teaching tool are Graphic organizers. This tool is very useful while learning important vocabulary. Graphic organizers mean using visual illustrations with the purpose to understand the material better. The strategy is a great contribution to the group effort; so, it can be used for elementary education. Though previous techniques are rather up-to-date, I think, they are not of great importance for teaching process at a primary stage.
Visual aids, re-phrasing and music activities are more frequently used strategies while teaching young students. All these aids help to create friendly and productive atmosphere. First of all, children are very sociable. Thats why, working in cooperative groups, children with Limited knowledge of English can make a progress. They may feel yourself a part of a process and it will encourage them to learn more. I think this is the main strategy, that helps to overcome obstacles. Then lets take into account visual aids, pictures and realia. Certainly, they are of great importance too.
Children likes pictures, some colorful emblems. They create a positive reaction in ones mind. By the way, it should be pointed, that a great part of people have visual memory. It is well-developed. So, all that is said to young students should be confirmed with visual aids. It goes without saying, that a teacher should repeat the main parts of material for several times during a lesson at an elementary class.
It is because children cannot concentrate their attention for a long period of time, they are often absent-minded and sometimes cannot emphasize the main thoughts. Non-verbal means are of great influence at such cases. Using mimicry and logical pauses and the strength of voice, a good teacher can reach the results rather quickly. At last I want to pay your attention on the fact, that music is a powerful tool, that can be used. A creative teacher can use the strategy while learning some difficult material and rules. It is known that songs are memorized quicker then a text. And children like to sing very much, even if they have no musical qualities.
The Homework on Visually Impaired Children Technology Visual
... teachers of visually impaired students, which restricts access to the specialized skills these children need. This means that students with visual ... impaired, like everyone else, pursue a great range of interests and careers and ... multiply disabled children, and special classes, resource rooms, and itinerant teaching services in ... without these new break through's. The main issues that still need to be ...
Teaching ELL children at elementary schools is not an easy task. Many criteria should be taken into account. But I think that teachers should know one thing that the main task is to create a friendly, positive attitude of an ELL student to classmates and the process of learning.
Bibliography:
Coltrane, Bronwyn. Working With Young English Language Learners: Some Considerations. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, 2003.
Freeman, D.; Freeman, Y.. Sheltered English Instruction. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, 1998. Short, D. J. How to integrate language and content instruction: A training manual. Washington, DC: Center for Applied Linguistics, 1991..
