Thus, the ability in speaking skill is a crucial and important part of second language learning and teaching process. The mastery of speaking skill in the English language is a priority for many second language or foreign language students. Even though periods of focusing on language form and enhance vocabulary are important in English language learning, but developing the students’ ability to really communicate with English class are the main goal of an English language teaching. At the end of the study, the students should be able to communicate effectively in English for study, work, and leisure outside the classroom. Therefore, it is essential that English teachers pay great attention in teaching speaking to the students.
Methods There are numerous approaches in bilingual education, although all English as a second language (ESL). In ESL; there is little or no use of a child 's native language. However it includes many similar approaches inspired from bilingual education because of multinational classes. “ESL classes often has students with many different primary languages. In some schools; variety of approaches are used to bilingual education, designing individual programs based on the needs of each child (Santa, 2004).” In the bilingual education, one of the most common approaches is transitional bilingual education (TBE).
Most commonly, ELLs with and without disabilities are often taught by teachers with insufficient experience and qualifications. This occurs because of absence of coursework and teacher preparation program related to teaching of disabled children as well as a shortage of qualified specialists. Therefore, it is worthy of note that ELLs with special needs cannot meet high academic standards unless they receive appropriate educational services from their
In allowing ELL students to use their native language they have the ability to ask questions in both the language they are learning and the one they are completely comfortable communicating in which is beneficial to their ability to learn a new language with the understanding they already have of their native language. With bilingual classes, both ELL students and English speaking students can work in the same
Everyone needs to learn the English language in order to get in touch on an international level. Speaking English helps us to communicate with people from countries all over the world as it is the language of politics and diplomacy, science and technology, business and trade. In fact, as it is so dominant in international communication, we find more information regarding nearly every subject if we can speak this language. Communication requires integration of all language skills: speaking, listening, reading and writing, of which listening is of primary importance as it is one of the fundamental skills in language acquisition. It's no wonder that in recent years the language teaching profession has placed a concentrated emphasis on listening, as it is considered to be a major component in language learning and teaching.
Thus, the ability in speaking skill is a crucial and important part of second language learning and teaching process. The mastery of speaking skill in the English language is a priority for many second language or foreign language students. Even though periods of focusing on language form and enhance vocabulary are important in English language learning, but developing the students’ ability to really communicate with English in the classroom are the main goal of an English language teaching. At the end of the study, the students should be able to communicate effectively in English for study, work, and leisure outside the classroom. Therefore, it is essential that English teachers pay great attention in teaching speaking to the students.
This type of educational system is widespread throughout Asia. The teacher has a very authoritarian character and students are primarily following instructions. Quantity counts before quality, meaning only students with the best grades can have the opportunity for a higher education. In ESL/EFL classes memorizing grammar and vocabulary or targeting only reading and writing entitles the participants for excellent final grades, but unfortunately excludes them from communication and correct pronunciation or speaking and understanding which is inevitable in any English speaking field. Therefore, a person who has the basis of excellent Grammar and Lexis or Vocabulary systems, needs to concentrate
These English teachers should not only be capable of English language but should have ability in mathematics and science teaching in English. This way there needs to be a multidisciplinary approach towards the selection of an English teacher. Mere knowledge of English language cannot help in proper disposal of educational requirements of English language to students. Therefore the need assessment for the English Language teacher is also required (Idris et al., 2007). Finally Need Analysis helps in identifying specific needs of the students.
The students translate in class for other students, interpret signs and notices in the environment, and translate instructions, letters to friends and relatives. Additionally, they mentally translate ideas from their mother tongue into English. Translation might provide a guided practice in reading. Leonardi(2009, p.143) adds, before starting translating a text, it “should be read carefully and analyzed in detail to determine the contents in terms of what, how and why it is said”. Leonardi (2010) claims that a good translation should flow naturally, re-create both the style and the context of the original text, and follow target language conventions.
4. THE EFFECTS OF LEARNING ENGLISH LANGUAGE THROUGH MOVIE In terms of instruction, teaching English is supposedly not confined only to grammar; it should include several aspects of the language, such as the four skills (Al-Muhtaseb, 2012, p. 4). Language includes the four basic skills: listening, reading, speaking and writing. Furthermore, most of the EL learners have a good reading and writing skill compared to listening and speaking skill. They can easily read and write, but it is difficult for them to speak in the second language and talk about themselves (Yoshi &Flaitz, 2002) because always the major focus has been on writing skill.