Due to this examination, many ESL teachers are expected to teach concepts which are on the test. An interesting point made by Ashworth was that if a student struggles with learning English in the classroom, they should not be removed from the class or held back but instead continue with their original class. A key component to properly learning English is developing a unique classroom culture that fosters learning the language (CITE). As a result, it is ideal to adapt lessons to the various learning styles of children as every child learns differently, some visual others through lectures (CITE).
Teacher has to adapt technology to teach English language. If schools and colleges don’t have e-equipotent, it will be difficult to teacher to follow E-teaching. 2. The teacher has to motivate student constantly to learn English language. Most of students are seeing English as examination point of view.
There are some teachers in classrooms today that do not have the specialized training to best assist their English language learners. I believe that enhanced general pedagogical techniques can be used to help these students based on knowledge that teachers already have. I want to improve my ability to create student friendly outcomes, use visuals, and scaffold
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.
IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH ROLE PLAY Dita Nanda Rosevella 122084247 ABSTRACT This paper describes one of CLT (Communicative Language Teaching) method activities, it is role play. These days, most of students are passive in the class because they are afraid to express their feelings or thoughts. Teachers can apply role play activity which can help arouse students’ speaking ability. In addition, role play has been known as one of learning tools which is flexible to be applied because the students can do it inside or outside the classroom. Besides, the students would not feel bored because the activity is interesting and makes the situation more live.
This paper target is to go thru the experience of authentic texts used in a lesson for a class from the Level OMA1 and as the practice has tell us not every lesson can be a home run and not every class can be a perfect experience, However, for instructors and students alike there are a few points on the methodology in order to improve and personalize the teaching and make the learning as efficient as possible crucial for the improvement of the development of the learning of the second language. Probably the most important accomplishment is motivating students to want to contribute and be involved in the classroom using a variety of the necessary language skills and thereby increasing their English ability over the time. The Class. Equally important is to mention the level of the class and for this purpose is
The numerous e-learning websites for English are creating a healthy platform between the instructors and the students because today’s students are well equipped with the kind of technology that which is prevailing. It is made easy to enrich the targeted (students) with 4 kinds of skills listening, speaking, reading, and writing. The aim of the present paper is how various e-learning websites increase the language learning process in divergent ways. Students become more involved in enhancing the competence of language individually. Co operative and collaborated learning helps the learners to master the art of communication.
In fact, some teachers have prejudices about drama games and they do not feel confident using these techniques in the class. It is difficult to persuade them to turn the traditional style into a creative one. As Gaudart (1990) indicated, teachers are worried about how to build authority among children and how to organize the class and control it when carrying on the drama game. If the teachers can acquire some skills for organizing these activities, it may become easier for them, firstly, to accept this methodology and, secondly, to overcome the above-mentioned problem (Hu 9). Firstly, the classroom should be set up to that it would support drama activities.
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
Student: I walk to school every day. Merits of audio-lingual method There is a great sense of ease of learning the target language due to the possibility of using the native language while teaching. Students can speak more than one language inside the class, so it’s easy to learn the meanings of the words taught. It’s easier for the teacher to explain the context and new vocabulary acquired. This method also helps students to be more responsive and paying attention to the teacher as they’re involved and the can also easily understand the teacher.