One reason for inadequate bilingual teacher preparation is the fact that some teachers use the transmission as part of their teaching-learning process instead of applying correctly the bilingual program that the school has. The transmission model of teaching has been used in traditional schooling it aims to view students as empty vessels that the teacher must “fill” with knowledge. This teaching style defines knowledge as “a collection of facts, concepts, principles, and theories that were discovered by experts in the different academic disciplines and packaged into the formal curriculum” (Villegas & Lucas, p.
Impact of Culture Culture is an important factor that affects one’s perception, it greatly influences one’s behavior and shapes their personality which can have a significant impact on one’s education and the curriculum. Stating the importance of culture must be assessed when teaching English Language Learners, ELLs. The challenges for many English Language Learners are not overcoming a language barrier but also achieving academically. Orosco and O’Connor state that “ELLs bring a wealth of cultural and linguistic knowledge into the classroom, but perhaps our schooling is a complex process that often separates students’ personal learning experiences from the classroom resulting in a challenge of acquiring the skills for reading instruction”.
Defining Idioms Various opinions regarding idioms have been stated in the course of time ways and consequently, many of them differ in one aspect or another. One interesting definition comes from Langlotz which defines idioms as “peculiar linguistic constructions” and which come in various syntactic forms and in different discursive contexts. He himself stated the fact that idioms are hard to define and to explain. This is why learners of a new language can encounter difficulty in understanding them and their only resort is to learn them by heart. Another significant remark comes from Nunberg et al.
This cannot be done in fifteen minutes. However, the various stages may well involve discussion, research, language study, and a considerable amount of interaction between teacher and students and between students themselves so that when process writing is handled appropriately it stretches across the whole curriculum. There are times when process writing is simply not appropriate, because either classroom time is limited, or because we want students to write quickly as part of a communication game, or when working alone, we want them to compose a letter or brief story on the spot. 1. English for Academic
Prepositions are considered to be tricky and challenging not only for the non –native speakers but also to the language teachers. Therefore they are normally avoided to be discussed in classrooms. The learners rely on the literal connotations rather understanding the underlying logic of the prepositions English language offers (Sotiloye 2015). Tyler in his book ‘Cognitive Linguistic and Second Language Learning’ has presented an innovative and empirical research to understand the spirit of English prepositions. He explains that prepositions describe relationship between two objects, in which one is Focus element and the other is Grounding element.
Studies relating to English teaching have showed the need for teachers ' questioning, and emphasized how they are important to start communication and how they can help EFL learners to develop their competence in language. “In second language classrooms, where learners often do not have a great number of tools, your questions provide necessary stepping stones to communication” (Brown 1994: 165). Similar remarks have been made in favor of providing feedback, certainly to EFL learners. For example, “Such responsibility means that practically everything you say and do will be noticed” (Brown 1994: 28, and Nunan 1991: 195). In this regard, Mcough and Shaw (1995: 271 – 273) provide more detailed advice as follows: Evidence also tends to suggest that the questions a teacher asks in the classrooms can be extremely important in helping learners to develop their competence in the language.
In our Malaysian Education, too much emphasizes is put on testing, assessing, and scoring. Teachers are force to teach students to pass their exams and finish the syllabus. Therefore more highlights are given on reading and writing practices rather than other language skills. 2. Time constraint Time allocations for English classes are limited and emit teachers to give opportunities to student to practice listening and speaking in class.
The purpose of this curriculum has the intention to let the student utilize English as native language so, the students must communicate with the instructor and teacher assistant in English. According to my skill, the problem is it was tough to follow the curriculum and understand the lecture resulting from my defective basic. Asking my friend for the translation and clarification is what I perform. This is one consideration that motivates me to practice for the improvement. Another component occurs during I read the textbook.
As a result, the words were mispronounced and lead to miscommunication (Altamimi, 2015). In addition, students that aspire to master the EFL often encounter errors in their noun and verb phrasing, and in arranging the words in a sentence in a logical order. In the same light, mistakes in the subject- verb agreement, verb formation and in the usage of tenses are crucial issues for EFL learners. Accordingly, these concerns were attributed to the strategies that were utilized by EFL instructors to teach their students. Notably, the environment and the atmosphere of an English language institution play a major factor in educating the students in the correct usage of the English language.