CHAPTER I
INTRODUCTION
A. Background of the Problem Language has a central role in the development of intellectual, social, and emotional learners. It supports the success in learning all fields of the study. Learning the language is expected to help learners to know them, their culture, and other cultures. In addition, learning language also helps learners are able to express ideas and feelings, participate in society, and use an analytical and imaginative ability that was in theirs. According to Crystal (2001), English is a global language. It means that English is used by people in all over the world as a medium of communication. In addition, Crystal (1997) stated that the English language spread and used nearly a quarter of the world's population and continues to develop into one and a half trillion in the early 2000's it. Until now, It is a language which is used by different countries in the international forum,
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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. It is useful because the ability to communicate with foreign language, especially English clearly and efficiently contributes to the success of the students at school and success later in every period of students’
There are a rising number of students living in the United States that are classified as English Language Learners or ELLs. These students are not only learning grade-level content but also learning how to communicate in English. The majority (77.2 percent) come from Spanish speaking countries in Latin America. Latino ELL students are typically enrolled in schools that do not have experience serving this special population.
According to Rong and Pressle’s, “…oral communication skills in English as a second language require two or three years… Four to twelve years of second-language development are needed for the most advantaged students to reach deep academic proficiency and compete successfully with native speakers.” (87). It is essential for tutors to understand the amount of work and time required for students who are not native speakers. A good strategy in helping students with their academic english proficiency is to help them build their vocabulary.
As a student preparing to enroll in English 114, I am confident that I have the necessary skills to succeed in the course. English 114 is an important class for any student, as it provides an opportunity to hone critical thinking, analytical, and writing skills, which are essential for success in any field. In this essay, I will outline some of the skills required for success in English 114 and how I believe I possess these skills. One of the key skills required for success in English 114 is strong study skills. English 114 involves reading, analyzing, and synthesizing complex texts, which can be time-consuming and overwhelming.
Language is an important factor in everyday life. For people who are not English-proficient, this statement is self-evident. When an individual does not understand the language of their environment it is often difficult to keep up with everyone else. People who cannot read, speak or understand the language of their peers face trouble because of their language barrier. Limited communication is a tolling setback in a world where everyday life is shaped by language, where words have an impact.
The particular high school uses Title III found to ensure that limited-English proficiency students master English language and are able to meet the same academic standards as other students supposed to do. According to ISBE, Title III Language Instruction Programs for Limited English Proficient Students is a fund that improves the education of ELLs by assisting them to learn English and meet the challenge of State academic standards and content. As ISBE states, the period for this grand is September 1 till August 31. Each school in order to be eligible for funding must generate at least $10,000 in funding.
The United States is a place of freedom. We are a mixing pot that unifies as one. Many religions, cultures, and languages make their home in the Unites States. Many foreigners see the U.S. as an opportunity to seek better lives and education, but when it comes to foreigners and native-born non-English speakers that do not yet know English, it becomes a little more difficult to go about an average day let alone make a better future. Children in school often become English Language Learners, or ELL, to assimilate to the American standards.
Confident speak in English Langauge Judy was eight years old. She is from China and she arrived to United states. Judy is the American name and the name is choose by her mother. Her father was graduate student. Judy was deeply impressed by how great her father communicate using the English Language.
Besides, language awareness is essential as it helps to gain insights and awaken sensitivity in child towards the way language works
First Language Acquisition versus Second Language Learning: Applied linguistics is the attempt to put the insights resulting from lingusic reseach to practical uses. These include first and second language teaching (Such as: lexicography, translation….etc). Our focus of linguistic application is the field of language teaching which focuses in turn on the learner and the language learning process. How is this language which is the object of study of the linguist being learnt? We have to investigate what happens in the mind of human beings through mental processes to learn a language.
Equal Protection for English Language Learners Any student migrating from another country or lives in a home where English is not a first language or no English is spoken faces many problems. Even in the United States where the population of immigrants is in millions. There are many students who considered as English language learners (ELL). Sometimes, these students are treated unfairly in the school environment and are at a disadvantage due to language barriers.
Teaching English as a foreign language depends on the four skills which are: writing, reading, listening and speaking. This latter is considered as the most important communication skill, whereas most students need to acquire. The term speaking has been defined by many researchers and writers. Therefore, it has more than one definition according to each author’s point of view. Tarigan (1990, p.3-4) defines that “speaking is a language skill that is developed in child life, which is preceded by listening skill, and at that period speaking skill is learned”.
Most high school students take a Spanish class, but their vocabulary is only limited to simple words because they are not required to take it for a long enough time. In fact, students do not see a foreign language as an important skill to obtain, but communication is a key skill to help people understand each other more than just verbally. A language can show how a culture is structured. Learning a foreign language only connects the world more. Communication is an necessary capability to have, and being able to expand communication through various language is even more important.
There are 1.4 million students in the state of California classified as an English Language learner. For the past ten years these students have been denied their rights to a quality education and the services they need to advance and become fluent in English (Blume, 2017). Legal mandates in education are necessary to protect the rights of diverse learners to ensure that students are receiving appropriate instruction that will prepare them to be College and Career Ready. For students who are learning English as a second language, State and Federal requirements are designed to protect the civil rights of these students. The Civil Rights Act of 1964 states that students cannot legally be denied an education based “on the ground of race, color,
Effective communication in the classroom is important in learning and teaching. It makes learning easier and helps students to achieve learning goals. Effective communication can strengthen the relation between students and teachers. It also allows teacher and students to share their ideas, experiences, feelings an knowledge. However, it will be very challenging for both teachers and students in a bilingual classroom.
2.2.6. English Language Self Efficacy Studies In the scope of EFL and ESL literature, there have been numerous studies concerning English Language Self Efficacy. These studies basically regard learners’ self efficacy levels and their correlations with peripheral components of foreign language learning environments; yet, the studies mentioned below also comprise external variables.