Since parents tend to have limited English language skills, the communication between school and parent is limited. (Huffcut 34). Hmong parents who do not speak English insist that their children communicate in their native language and keep up Hmong traditions (Vang, F. 4). First generation Hmong American college students do not perform as well as other students because of language barrier too. Students whose parents are illiterate in English or their primary language are more likely to be underachievers in school (Vang, C. 10).
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).
That there was a significant increase in African- Americans and Asians. Kids who took the test representing some 800,000 Americans demonstrated “below basic”. Even though it is complicated for students growing up with a second language, they still learn to be literate and fluent with their reading and writing. At times you might need a bit of a push to help you, but as long as you keep trying success is with you.
The researchers collected information and evidence to support that interference does affect the way students speak. They demonstrated that students from private schools have a medium level of interference and the same happens with subsidized schools, whereas students from state schools have a high level of interference. Alvear, Barrueto, Hernández, Lagos, López, González and Neira (2009) concluded that the mother tongue interference occurs because students do not have a high level of proficiency. Students may know about English grammar rules and vocabulary, but they do not necessarily know how to use those rules in communicative
The importance of critical thinking couldn’t be more highly prioritized in academia, even when its application faces much constraint in English language development. What could be so important about a non-linguistic skill in classrooms that are generally devoted to improving linguistic abilities? Critical thinking might play an extra-linguistic role in the context of English language learning, and writing could be one of several modalities used to realize this role in secondary classrooms. It is stated that in the 1970’s, many sociologists and cognitive scientists were interested in the acts of composing as a way to observe how students learn (Sokolik, 2003). Subsequent teaching developments in writing that emphasized problem solving build upon the foundation of these findings.
Integration meaning, not excluding English learners from English speakers. Doing so can have detrimental effects on the English learners, because when they are excluded from the regular classroom, they more often than not fall behind the standard. Thomas and Collier state that their preferred method of language education is some sort of bilingual enrichment or immersion. Immersion is when children are taught in two languages, when they begin school, 90% of instruction is in the minority language. This method proved to make the students proficient in both languages.
PROPOSAL ENGLISH TEACHING METHOD APPLIED BY ENGLISH COURSE TEACHERS ENGLISH DEPARTMENT FACULTY OF ARTS AND CULTURE UDAYANA UNIVERSITY 2014 By: I Kadek Ari Wiguna (1201305011) CHAPTER 1 INTRODUCTION 1.1 Background English has been an international language which is used and spoken around the world. English becomes the most commonly taught language. It is now taught from young age. Now, children also have the same opportunity in mastering English.
In Indonesia, English is taught in class as a foreign language to students in elementary school, secondary and higher education. Students are expected to fulfill the needs in mastering all the skills in English. There are four skills in English which divided into production skills (writing and speaking) and receptive skills (reading and listening). English skills exist in the curriculum of Indonesian education and must be assembled to the students in order to master the language.
The Aural-Oral Approach in English Language Teaching In English language teaching there are several approaches that can be applied in a classroom. Each one has purpose and gives concern to certain skills (listening, speaking, reading and writing) development. One of these approaches is Aural-Oral Approach. The Aural-Oral Approach is based on developing two language skills: listening and after that speaking which is the earlier stage of learning a language (Geri, 1990).