The ELL population is rapidly growing, and it is important that teachers are equipped and ready to teach and assess these ELLs. Assessing ELLs is important because the assessments tell teachers how to make instructional decisions, and how much the child knows and can do (Lenski. 2006, P. 25). It is important for teachers to make sure that the ELL students are continually developing English competence and acquiring content knowledge. Because of the No Child Left Behind act, there are assessment mandates that all teacher must follow, like the Title 1 that requires ELLs attending public schools to be assessed in listening, speaking, reading, and writing, and they must also be included in statewide standardized testing.
English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity.
Families may desire to be a part of their child’s schooling, but many feel a certain level of disconnect from the school system. Many parents also must pick up extra time, therefor lacking time to participate in their children’s education. Parents must put forward an effort to see that their children develop good social and educational standings with parental support. There are big challenges facing ELL teachers, as they need to is ensuring that each student makes progress in reading, math, and English. Being able to accurately assess each student can be difficult, as accommodations that are allowed during testing can sometimes be of limited value.
Role of English teacher in developing speaking skills in students: Language is primarily spoken form. To know language means to understand and speak the language. The teacher has to conduct the following tasks which are helpful to learn and strengthen one’s speaking skills 1. By conducting Just A Minute (JAM), teacher can build up confidence in students. They have to express their views on particular topic in English in a minute.
This gradually builds up his / her language skills from the school level itself. The method should be reinforced by allotting more time in the time table for the students to exercise their spoken skills and overcome natural inefficiency and stage fear in learning the language skills that are most essential in speaking the target language fluently and effectively. The need to create a conducive ambience for the learning and expression of spoken skills as the focus of new English language paradigm is very much emphasized by Indira Nityanandam in her incisive analysis of class room atmosphere where the learners are reduced to passive listening, without an opportunity to activate and absorb their own language skills in the spoken
Finally Need Analysis helps in identifying specific needs of the students. This way ESL classroom are specially designed with such course structure so that the particular needs of the students in learning English language can be fulfilled. Thereby with a motive to help the students learn better and achieve higher carrier prospects in
1. Introduction Nowadays Teaching English as a Foreign Language (TEFL) plays a significant role in many countries around the world. Teaching a language is a complicated process since every language consists of four main skills, including reading, writing, speaking and listening, and some sub-skills, including grammar, pronunciation and vocabulary. One essential skill is reading, and it has always been taken into account as one of the most influential skills which is now even more important than before due to the large amount of information in every specific area of study. By knowing the importance of reading, a question may arise: How can teachers improve the language learners’ reading skill?
Teachers need to understand the actuality of the ELL student's English level to build upon their English skills effectively. Michelle Yvonne Szpara explains "Content area teachers, administrators, and policymakers often confused conversational fluency with academic language fluency, and mistakenly assumed students who could informally chat about personal topics could also read, write, and converse about formal academic language." (Sparza, 2017) By teachers creating the discrepancy between assuming their ELL student's English level find it difficult to improve their English proficiency because ELs start faking that they understand and try to fly under the radar. Without the understanding of ELLs proficiency leads students to drop out of high school because they are not getting the necessary attention. With the enactment of CCSS came into the classroom, federal and state governments are not providing the necessary support to better help teachers educate this specific subgroup of
As the main objective is to develop students’ employability skills, the need for teaching the course as life skills arose. In my opinion, teachers of English must possess the following communication skills: proficiency in English, positive motivation, effective body language, sense of humor, interpersonal skills,
Language teaching is determined by factors such as society, education, instruction and individuals. These factors outline the policies, and goals that have been determined for foreign languages at the national level; the delivery system in terms of objectives to reach these goals; syllabuses and teaching procedures; and the learning outcomes. These factors include the role of English in the society, therefore the need of individuals to learn English to function well academically speaking, to function well in real life situations or in occupational settings. Being aware of this need, the government needs to develop the type of curriculum and syllabus; establish the amount of time devoted to English instructions; the materials to be used; and