Creating an inclusive and welcoming environment for my students is my top priority. As the English Language Learners enter the classroom, it is important that they feel safe and appreciated. When speaking about classroom environment, it is important to note Krashen’s affective filter, in which students may have language impairments due to a stressful situation (Herrell & Jordan, 2016). My classroom may be there first encounter with the mainstream public-school system, they should feel comfortable to learn while they are in it. Furthermore, the parents need to be welcomed into the learning community as well, to ensure a smoother transition into the new school.
My motivation to study this topic is to help teachers to use communicative activities in classroom teachings. My purpose is to enable young adult learners to acquire communicative ability using the techniques that will be handled in the writing. This study has two objectives. First is to provide various communicate language teachings to help teachers in terms of broadening their teaching techniques. Second is to explain how to apply these techniques, activities and tasks effectively in the classroom environment.
“Formative assessment is a process used by teacher and students during instruction that provides feedback to adjust on going teaching and learning to improve students’ achievement of intended instructional outcomes (Caroline Wylie and Christine Lyon, 2013).” I believe that formative assessments are essential for both students and teachers to inform instruction within lessons and they confirm how much students know about the lesson and how teacher can support to engage in their learning. I approve that asking better questions affords students an opportunity for deeper thinking and provides teachers to know the levels of students’ understanding. In my class, when I started the lesson with inquiring based questions by eliciting learners’ level of background knowledge, the students promptly gave feedback or response quickly to me. It was so notable that I could make
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). If teachers take some time to understand the cultural identity of the students and develop a good relationship, this could make students feel accepted, worthy and possible show more interest in learning. Students are willing to learn English but being able to freely express themselves and their creativity is of concern. Ortiz recommended that schools “find meaningful ways to incorporate the richness of students’ cultural background in the curriculum” (17). During my high school year, there was a period where students were really under performing in English.
Language objectives refer to language skills that learners are expected to acquire in the classroom. Objectives that are concerned with strategies for communicating, learning, and critical thinking are referred to as "strategic objectives". Learning process are “conscious processes and techniques that facilitate the comprehension, acquisition, and retention of new skills and concepts” (Chamot and O’Malley 1987). According to Chamot and Michael O’Malley, these may include metacognitive strategies (such as selective attention), cognitive strategies (such as summarizing and elaboration), or socio-affective strategies (such as questioning for clarification). Socio-affective objectives refer to changes in learner’s attitudes or social behaviours that result from classroom instruction (e.g.
Teacher and student engagement is critical in the classroom because it has the power to define whose knowledge will become a part of school-related knowledge and whose voices will shape it. Students are not just young people for whom adults should devise solutions. They are critical observers of their own conditions and needs, and should be participants in discussions and problem solving related to their education and future opportunities. Hence children need to be aware that their experiences and perceptions are important and should be encouraged to develop the mental skills needed to think and reason independently and have the courage to dissent. What children learn 23 out of school — their capacities, learning abilities, and knowledge base — and bring to school is important to further enhance the learning process.
It means that appropriate teacher discourse can create the harmonious atmosphere and promotes a more friendly relationship between teachers and students, and consequently creates more opportunities for interactions between teachers and students (LIU Yanfen & ZHAO Yuqin, 2010). To get more knowledge how teacher discourse motivate student’s learning process in the classroom, I and one classmate-Viet asked for one friend’s help to record an English class for adults in a language center because we have not taught yet. The class lasted ninety minutes. However, I only transcribed from 51:00 to 98:00. In this lesson, the teacher provided knowledge to students to distinguish what is difference in pronouncing can and can’t and how to pronounce them in some different cases such as talking about permission or ability.
Hopefully, the findings of this study would help teacher trainers and educators to prepare would-be teachers for their future jobs. Providing teachers with sufficient knowledge about what they are going to teach can facilitate both the teaching and learning processes. A linguistically aware teacher understands how language works, anticipates and understands the student’s problems with language, pays attention to errors and other interlanguage features, can promote language learning by designing appropriate tasks in his/her classes. The language achieved by the students can show the relationship between the L2 teacher’s language awareness and the effectiveness of that teacher (Andrews, 2007). The following research question was posed to conduct the current
During this critical learning an English as a second language teacher, must provide constant feedback for students and create a diverse curriculum which allows for students of all learning styles to find success in learning a new language. Teaching English to non-native English speakers involves a teacher establishing a foundation for the language, ensuring children have adequate out of class language development opportunities, and regularly checking a student’s progress in the program including literacy as the semester extends. Developing a foundation for the importance of learning English can prove a challenge in many classrooms as young students will often fail to see the importance of knowing a second language. According to Mary Ashworth, the key to teaching English to younger children lies in knowing
Teacher is the creator and instructor of the environment, and teacher’s language plays an important role in kid’s second language acquisition. With the help of relevant English teaching references and the author’s rich experience of pre-school English teaching she arrived at the conclusion that accuracy, comprehensibility and repetition of teacher’s language can help enhance the effectiveness of the input and promote the output of students’ language. In English immersion teaching children are immersed in an English environment, and teachers face children only in English. The quality and quantity of language input directly affect the quality and quantity of output . A sufficient amount of input can promote language output.