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
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.
A person who speaks more than one language is described as being bilingual. According to the United States Department of Education, “about 21% of school-age children speak a language other than English at home,” (Lowry, 2011). As Wayne Thomas and Virginia Collier describe in, “Two Languages are Better Than One,” children who come into school having a first language besides English, tend to struggle. Usually when a child struggles with a particular subject, they are taken out of the main classroom and brought somewhere for a remedial class. But according to Thomas and Collier, in order to help narrow the gap in comprehension, English learners and English speakers need to be kept together in order to be fully enriched in a successful learning
Pham & Buyukkarci highlighted the principles for developing a contextualized formative assessment practice framework. In contrast, Wubshet & Menuta emphasized the implication of formative assessment practice in the classroom. The reasons for these differences are these studies are conducted in different contexts and they serve different purposes. This makes a strong case for investigating EFL teachers’ practices of formative assessment into some high schools in Vinh Long so that we can verify the usefulness of formative assessment in teaching and
It is indeed essential to learn grammar rules and develop basic writing skills, but not at the expense of integrating students’ cultural identity in the learning process and in-class discussions. The classroom is where the 2nd phase of early socialization begins. As early as kindergarten, diversity in the classroom is created by children and teachers sometimes fail to understand that no two children are the same. Cultural identity is barely promoted, as the mainstream English encompasses most aspects of education. In the article, “Preserving the Cultural Identity of English Language Learner”, Sumaryono and Ortiz argued that in the classroom, students can become disconnected and feel abandoned if the teacher doesn’t express any sort of sensitivity towards their cultural identities (16).
This is a case study of one after-school program on young bilingual students’ language and literacy learning using preservice teachers. This after school program is a one-on-one tutoring program in which preservice teachers in cohorts from local universities work with children to assist in the development of literacy to improve reading. The study addresses the questions of what are preservice teachers’ understanding of the purposes, goals, and implementation methods of strategy instruction for struggling bilingual young readers and how effective do preservice teachers perceive their instruction of literacy strategies to be with struggling elementary students? Qualitative analysis was utilizing to discover findings that frontloading teachers with knowledge of and attention to expanded and extended interactive opportunities allowed for increased literacy for bilingual students. The results included themes in teachers’ changing approaches toward revealed statically significant positive changes in students’ literacy
There are students in school whose first language might be Spanish, Chinese, or Vietnamese, among others. Students who do not understand English are considered English learners (ELs) and they “need help in learning to speak, read, and write in English” (Kauchak & Eggen, 2017, p. 84). There are four programs that teachers can incorporate in response to language diversity. One program is referred to as bilingual maintenance. In a bilingual maintenance program, students continue to use their primary language while “the emphasis on English …increases in each subsequent grade” (Kauchak & Eggen, 2017, p. 85).
AN ANALYSIS OF GENERAL ENGLISH TEXTBOOK AT THE PREPARATORY YEAR PROGRAM IN AN EFL SITUATION Dr. Taj Mohammad (Assistant Professor,Dept. Of English,Najran University, KSA) email@example.com ABSTRACT A textbook is usually a published book specially intended to assist students to improve their linguistic and communicative abilities (Sheldon, 1987). Its basic purpose is to achieve course goals, aims and objectives. If a textbook is not selected properly, it directly affects teaching learning environment of an institution. The present research aims to to critically analyze the contents of the textbook currently being used at Preparatory Year Program Najran University.
This paper focused on Model Residential School teacher’s awareness about tribal culture and critically evaluates importance of Culturally Responsive Pedagogy. Culture influences each and every life stage of a person. Hence culture plays a very important role in his stage of education. In some situations cultural difference makes some constraints to students with diverse culture. It is essential a culture based teaching strategy to overcome these problems.
The beneficiaries of this study are; Ministry of Education, teachers teaching English Second Language and learners. The Ministry will conduct in-service training workshops to help the teachers to acquire knowledge and skills. When the English teachers are well equipped on pronouncing English words, they will be in a position to help learners to improve on pronouncing English words. Learners will acquire the knowledge from teachers in English lessons and utilize the methods that will help them to improve their