Student say that acquiring vocabulary in a second language is very difficult, using their native language is an instinct, therefore they lack confidence in using a second language to communicate with others. Sometimes it is not easy for students to find the words when they are asked to speak in class. They avoid participating or take their time to build ideas in their mind, searching for the right words to answer. “Vocabulary learning is an essential part of foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms. It is also central to language teaching and is of paramount importance to a language
This program in theory would very beneficial to a lot of English language learners but the way the course is set up the main focus is not teaching the students content rather than teaching them english. Due to this students are falling behind with learning and don’t have the same opportunities to do as well in school as non ELL students. The bilingual education system doesn 't offer English language learners the same opportunities english speaking students get, the standards for English language learners do not promote their improvement of content retention therefore causing lower test scores, a separation between peers and cause an inequitable system. Bilingual
Sometimes literature circles might become a monotonous and repetitive activity. For instance, Lloyd (2004, p. 115) and Calderón (2010, p. 27) complain that their students filled in their role sheets mechanically and some of them did not even participate in the discussions. Literature circles have to be lively and spontaneous, but above all, they should be in English. There is a possibility that EFL students use their first language to talk to each other, especially if the teacher is not present. For Hill (1992, p. 42), the students’ overuse of their mother tongue is one of the main issues of book discussions in EFL classes.
There was a side of language that I showed with my family and at school, and a contrasting side with my friends. The hypocrisy in my literacy became hard to control. I felt hypocritical because one side of me was the preppy kid who always spoke properly and respectfully, while my other side with friends spoke in slang. A constant battle existed between the language I was taught to speak and write, and the cultural slang I heard from my friends and through popular culture. I did not enjoy flipping the switch between different forms of literacy depending on my situation, but I knew that it was necessary.
The static phonological awareness task cannot identify EFL learners who may have trouble in learning to read or spelling. In fact, static assessment is often used by teachers based on its rapid and convenient features, but it is difficult to realize whether low language performance on a language measure is due to lack of language learning experiences or language learning disabilities. In contrast, the present study shows that the dynamic phonological awareness can provide EFL learners more opportunities to demonstrate their learning potential for early literacy success. Obviously, in the present study, most EFL students who lacking of English learning experience could truly try obtain assistances through the dynamic assessment of phonological awareness. If students did not make any progress during the period of dynamic assessment, they could consider in taking more accurate and specific diagnosis in relation to reading
(Gandy). Although she makes the point that standardized testing does show results for areas of improvement, she does not acknowledge why these tests are controversial, and why some students already start at a disadvantage. People forget that teachers and administrators work for students; this means young children. Students, especially young children, must aim to be strong readers in order to survive in society. Everyday people are mislead and taken advantage of because of poor literacy skills.
I prefer to sign with my classmates, but when they talk to me speaking is faster for me to respond rather than writing my response or signing it. It is difficult to stop because English was my first language and I am so used to using it in every other class. Breaking the habit of talking is possible, but it is a challenge because I am not as used to signing as I am speaking. By choosing to sign more instead of talking you show improvement in ASL because you can naturally and instinctively respond to others in ASL
Grammar and Language Awareness Teaching ESL/EFL grammar in the late 70s and early 80s has been a period of theoretical, teacher centered system. This Audio-Lingualism approach focused more on over-learning through recapitulating drill exercises, resulting in apathy and monotony during most of the grammar lectures. Outdated English books were not encouraging for the learner, but underlined the necessity of learning by hard and provoked for a drastic change in ESL/EFL methodology. Today the methods for ESL/EFL teaching have changed radically. Different theoretical and methodological techniques are supporting teachers of a foreign language to keep the lesson interesting and satisfy students needs.
IRI’s are used for teachers to assess student’s reading of word lists and passages to see how fluently they read, although most teachers do not like to use IRI’s because they are extremely time consuming especially if there are multiple struggling readers being assessed. Instead teachers often choose to assess student’s accuracy and automaticity using CBM/ORF’s assessments. In CBM/ORF assessments readers are given a grade level text to read orally to the teacher but only for one minute. The teacher will mark any errors made by the reader during the reading and then count the number or correctly read words. This assessment is done so quickly it gives the teachers the chance to assess students using different passages to gauge their reading fluency and this assessment can be done