A. DISTRICT PHILOSOPHY After the federal government, I the no Child Left Behind Act, recognized English learners and defined students as “those whose difficulties in speaking, reading, writing, or understanding the English language …” the different states and districts in the nation created their plans to identify and serve EL students (Wright 3). The LAUSD district promotes cultural diversity and acknowledges the educational needs of the different communities that encompass all ethnic and linguistic groups in Los Angeles. The master plan was created to help English learners in LAUSD to acquire the English language and at the same time succeed academically. Their goal is “to build on that rich heritage and expand upon it to ensure that our
INTRODUCTION The objectives of English language learning are I) To enable the students comprehend the spoken form II) To develop students ability to use English in day-to-day life and real life situation III) To understand the written text and able to use skimming, scanning skills IV) To write simple English to express ideas etc The teacher should play different roles to get these objectives of English language. Role of English teacher in developing listening skills in students: Listening is the basis to learn any language. No one can speak second language without listening to it. Students, who come from English medium, are good at English as they have English atmosphere in their class rooms. After completion of degrees, they are good at
Listening is a very basic skill and acts as a foundation for other language skills. Listening exercises must be carefully constructed and a step by step procedure should be adopted (Brown and Yule, 1999). After listening, speaking is the next skill for language acquisition. The main purpose of learning speaking is to communicate and establish social relationships. Students should be encouraged to speak in English regardless of the mistakes they make as Baker and Westrup (2000) opine that students learn when they make mistakes and correct each other’s mistakes (pg.
Teacher is the creator and instructor of the environment, and teacher’s language plays an important role in kid’s second language acquisition. With the help of relevant English teaching references and the author’s rich experience of pre-school English teaching she arrived at the conclusion that accuracy, comprehensibility and repetition of teacher’s language can help enhance the effectiveness of the input and promote the output of students’ language. In English immersion teaching children are immersed in an English environment, and teachers face children only in English. The quality and quantity of language input directly affect the quality and quantity of output . A sufficient amount of input can promote language output.
By that, the components of syllabus still refer to KTSP guideline, i.e., competency standard, basic competency, learning material, learning activity, indicator, assessment, time allocation, and learning source. The Functions of Learning. As said by the teachers of MI Muhammadiyah kota Gorontalo, English is taught at extracurricular activities in purpose of an introduction. By introducing English early to the students, the students could produce more correct pronunciations and good English expressions. This also can develop students’ basic proficiency in four basic English skills.
Should English as extracurricular in primary school? English is one of the popular languages in the world because English is an international language which can be used for communicates with people around the world. Besides that, people learn English because they want to in scientific and technological information, international organization, global economic trade, and higher education (McKay, 2003). Therefore, Teaching English as a Foreign Language for Young Learners are important to show in the world that Indonesian children also have great knowledge as good as children in another country, in another word Indonesian children have good result of globalization. Moreover, elementary school student who can memorize easily need to know the world and they need foundation to master or know about some knowledge which use English as the language.
The communicative approach and the CAPS document approach to grammar teaching The purpose of this essay is to critically comment on the communicative approach and the CAPS document approach to teaching grammar. We will explore the meaning of communicative approach as well as what it entails Experiences of language learning in the FET phase and first year university students’ proficiency or lack thereof in the receptive and productive language skills will also be taken into account. A comparison between the communicative approach and the CAPS document approach will be conducted to provide a better view regarding grammar teaching. Richard (2006:2) defines communicative teaching approach as “a set of principles about the goals of language teaching,
There are at present various preparatory English programs started by UNIMAS (Universiti Malaysia Sarawak) has facilitated various programs which helps the students in learning English language as per their age and class requirements. Various generic English level courses are also offered so that the proficiency of the students in reading, writing and speaking English language can be improved to higher levels (Rethinasamy & Chuah, 2011,
Grammar is the foundation for learning any language. In Bhutan, English grammar forms an important part of the curriculum. English language was introduced since the modern education was introduced in the country and it is medium of instruction in teaching and learning. English is the second language for Bhutanese students and studying grammar is very important. Grammar is central to the teaching and learning of language.
cultures in teaching English helps to widen learners ?knowledge of English as well as develop their intercultural competence. ?From the first day of the beginning class, culture is at the forefront. Whatever approach, method, or technique is used? (Joyce 20) incorporating the cultures of English speaking countries in teaching English helps students have a better understanding of it. Without knowing the features underlying each of those cultures, understanding it would be of enormous difficulty.