Research-Based Practices for English Language Learners Carolyn Derby has taught either 2nd or 3rd grade for the past 10 years in a district in the Northwest. The district she teaches in draws from a community that is both rural and suburban in character. Initially, new students were primarily Spanish speaking, although now some students speak languages such as Vietnamese, Croatian, and Russian. I have learned a great deal in the last few years about the customs of these families and have integrated my learning into my classroom, but I still worry that I may not be using the best practices for teaching—especially teaching reading.
Source Learning a Foreign Language Anybody tackling a new foreign language for the first time would like being successful. There is so much at stake because fluency in a second language like English opens so many doors. There are more job opportunities, more potential friends and acquaintances, and the chance to learn about different countries and their cultures.
Unfortunately, not everyone is able to successfully learn a foreign language. Many people start out with good intentions, but then for various reasons give up their study of a second language.
Some say the language is too hard, and others complain that they don't have enough time to study learning it. Yes, learning a foreign language can be difficult for a lot of people, and it does take a long time to complete. On the other hand, many people have mastered foreign languages and become quite fluent in them.
How did they do it and what is the secret to their success? Based on my experiences of learning foreign languages and teaching English and Chinese Mandarin, I suggest in this article ten characteristics of the good language learner.
Motivation to Communicate My experience of living in Taiwan for one year during the late s motivated me greatly to continue my study of Chinese Mandarin after I left the Navy. At that time my intentions were to return to Taiwan and renew acquaintances with Chinese and Taiwanese friends.
I also wanted to learn more about China and Taiwan. Learning Mandarin well was very important to me so that I could communicate better with my Chinese and Taiwanese friends. While I was teaching EFL in Taiwan in the s, almost all of my students engaged in import and export trade were extremely motivated to learn.
Improving their English meant that my students could interact better with their customers and hence improve their businesses. Constant Practice If you are going to be good at any skill, you need constant practice. Why can many professional basketball and baseball players perform at a high level?
It's because the basketball player is continuously practicing his shooting and ball-handling skills. The baseball player is taking extra batting and fielding practice to become better.
Practice makes perfect, and it's the same for learning languages. The more you practice, the more fluent you will become in the second language. Uninhibited The good language learner is uninhibited. He or she is not afraid to speak and initiate a conversation with a teacher or a stranger.
Consequently, the learner will have more opportunities to practice, because most people naturally will not start a conversation with a stranger. Even if a person is apprehensive about starting a conversation, it is to their advantage to practice speaking with other people as much as possible.
Willing to Make and Learn From Mistakes If a language learner is uninhibited, he or she will be willing to make mistakes and learn from mistakes. Just as in learning your native language, you learn a second language by trial and error.
When I was living in Taiwan and learning Taiwanese in the s, I once went to an outdoor market to look for papaya. I remember clearly asking one of the fruit vendors whether he had any "bakgui. It turns out that "gui" in Taiwanese means ghost. I should have said "bakgoe" which is the correct word.
This was a learning experience and I never made a mistake again when asking for papaya in Taiwanese. Looks for Patterns in Language The good language learner picks up a second language inductively and not deductively.
I know of very few students who can use the present perfect tense correctly in their speech by just memorizing the rule for its construction. The students who can use it fluently are those who observed many examples of its usage in speech and writing.
They then attempted through trial and error to make original sentences using the present perfect pattern which they picked up inductively.
Is a Good Guesser If a student can't understand every important word in a spoken or written sentence, he or she will attempt to guess the word from context. When doing this, he will ask his speaking partner to repeat the sentence or rephrase it, so that another educated guess can be made.
Will Do Anything to Get the Message Across When a language learner is attempting to express his ideas, he will spare nothing to get his message across. This can be done by rephrasing the question or answer.
Another technique is to use a lot of gestures or body language while speaking.Increasingly, English Language Learner (ELL) is used to describe this population, because it highlights learning, rather than suggesting that non-native-English-speaking students are deficient.
eFL (english as a Foreign Language) students: non- native-English-speaking students who are learning English in. Student Assessment Home | Assessment A–Z Directory | Contact Student Assessment This webpage contains information on state assessments for English language learners (ELLs) and includes resources for STAAR STAAR L, the linguistically accommodated version of STAAR Texas English Language .
Teaching English to Arabic speakers offers you the chance to learn about the Arabic language and understand first-hand some of the linguistic and cultural differences between Arabic and English speakers.
But it's a good idea to get some background on Arabic learners before starting out on a new teaching adventure. The English Learner Support Division has released a Frequently Asked Questions (FAQ) resource for English Learners and the Language Proficiency Assessment Committee (LPAC) and has posted this document to the TEA Bilingual and ESL webpage under “Announcements.”.
Primarily responsible for the instruction of English Language Learners to students from diverse backgrounds. 2. Responsible for helping student improve English language skill, achieve TABE gains obtainment in assigned areas, and/or HSD/HSE obtainment.
Oxford Modern English Grammar is a precious tool for any English language learner who needs a deeper understanding of how the English language works. It covers both British English and American English, and it uses examples from written and spoken English to explain the most basic grammar points as well the most complex.