Primarily because bilingual education fails to demonstrate any substantial development, that are beneficial to students. And additionally an underlying fear of cultural identity loss, and individual identity misplacement is present. Even though bilingual education is up voted and preferable, there is also a chance for the students to succeed in academics’ speaking only one language, because the goal is to develop literacy in the students’ native language first, and transfer these skills to the second language, if
English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity.
Research shows that an individual that is enrolled in a bilingual program from elementary to high school are more proficient in English rather than students that are in an English only programmed based school. “Bilingual education can help promote bilingualism without significantly sacrificing English proficiency.” A studied showed that a students in Mandarin immersion outperformed the students in non immersion programs on standardized tests in English. Bilingual education can help improve an individual’s achievement in English. Bilingual immersion is often looked at in the wrong way, in that there has to be a decision made between proficiency in English or the student’s home language. People that oppose bilingual education think that using other languages besides English will “fracture the national identity,” which is tightly bound to speaking English.
Boonkit, K. (2010) agreed that vocabulary is singled out as important factors to be emphasized in building fluency for English as a Foreign Language (EFL). Especially, vocabulary is central to English language learning because without sufficient vocabulary students cannot understand others or express their opinion. Consequently, knowing a lot of vocabulary will help everyone to understand and learn English better, because vocabulary is very important factor in learning
Firstly,about chance to study overseas, consider with the employment of teacher in papua are inadequate and also for schools are unequal for amount of the student about the education it’s better if student mastered their english language before go for study overseas because if student did not mastered english language it will difficult and it may wasting much time in other country to learn the english language, and considering Nelson mandela said that “Education is the most powerful weapon which you can use to change the world”. Considering papuan government make a programme which is to send many student to study overseas as much as they can send because they believe that with better education one day they can change the world especially in papua that the reason why the english language is important for papuan people to make their live better in the future. Secondly, based on previous paragraph which is talk
This pivotal role of English cannot therefore be over-looked. The trend of how students fail the subject seems to be better in some schools as compared to others. A number of factors according to earlier researches have been linked to the causes but paramount is the issue of QUALIFICATION OF TEACHERS OF ENGLISH LANGUAGE. This is more important because in the business of teaching and learning the
They believe that the first and second languages should be distinct and separate. On the other hand, advocates of the Bilingual Approach may discuss that to make the distinction between first language and the target language, clarifications in L1 are inevitable, in light of the fact that instructing grammar is so complex, that without the utilization of mother tongue, there would be little or no understanding on the students’ part, particularly at lower levels. This is not valid as indicated by others, who announce that entirely various grammatical points can be taught in the target language, particularly through the utilization of physical or visual presentations (Pachler and Field, 2001,
In answering these two questions, it will help the learners realize the importance of English language which relate to their opportunity in the future. Moreover, the instructors will realize exactly what is the problems might affect a learner’s ability to communicate in English; moreover, they will find out an appropriateness of the design solution of the problems. In other word, this research will gain new insights that help to define the effective teaching method for EFL learners in English communication skills. This involves the purposes of this research: to identify how using English as a medium of instruction improve English communication skills in effective way and to investigate this method is the effective way to improve English communication skills in EFL
them more power. And, in a sense the learners’ autonomy gives more importance to students than teachers. However, this does not mean that teachers’ role is erased from the learning process, but it means that the teachers’ role in class changes. While traditional teachers based all their teaching on a book, in an autonomous classroom, the teachers’ role is to provide assistance to learners, tell them what they need to know and how they can learn it. In the case of English, this means to make them aware of why they need to learn English, what they should learn it and how they could do it.
According to the Espiritu (2015), “The Policy on Bilingual Education aims at the achievement of competence in both Filipino and English at the national level, through the teaching of both languages and their use as media of instruction at all levels.” This policy aimed to establish English and Filipino as the primary mediums of instruction in the Filipino Education. It aimed to expose the students to both the languages in order to train them in both of the languages. But in 2008, Arroyo (2008, 1) contested this policy saying that it was too much for the students to learn two languages simultaneously and it took its toll on the English acquisition because of the language interference observed in the students’