Language Skill Integration - Research Paper Example

Personal characteristics in a of ESL Introduction Language skill integration involves linking four language skills, which are listening, reading, speaking, and writing with the intent of emphasizing real, meaningful communication. The trend toward tertiary ESL instruction parallels cross-curriculum tertiary-level movements for native English speakers, such as writing across the curriculum, reading to write, and writing to read. It also parallels the tertiary foreign language format of immersion, either partial or total. In all of these, the concern is for meaningful content to remain taught in the target language at the same time as language skills are developed. English language learners often referred to as ESL students are those whose primary language, or languages, of the initial home are other than English. For this reason, they require additional services in order to develop their individual potential within British Columbia’s school system. English language learners may be immigrants or may be born in Canada (Allen 98). Schools should ensure that students are entitled to educational services in British Columbia public schools by verifying their age, residency, and immigration status. A person's proficiency in a language refers to the degree to which that person is able to use the language. Language lies used for various purposes. In education, we could catalog the uses of language into two dimensions: the social dimension and the academic dimension. We can compare language to an iceberg (Clegg 151). The part that is visible on the surface, typically the social dimension, is only a fraction of the total iceberg. In order to use a language in academic work, the speaker ought to have an extensive foundation related to the language. The foundation stands acquired through using the language over an extensive period in settings designed to build that foundation. The topic regarding ESL has remained largely ignored in modern years, as new theories of language acquisition and the emphasis on communication have come to the fore. Majority of teachers, while welcoming the new approaches, nonetheless feel a need for a clearly defined framework for organizing their teaching, both long term and in the short term. While studying this article carefully, you should be able to distinguish between statements of aims and statements of objectives, discuss the merits of writing objectives from the point of view of the learner, and write both complete and abbreviated statements of learning objectives for different functions, language skills, and notions (Ray 102). Given the choice, one may elect to use such statements in addition to the more conventional teacher’s aims. 1.1 Objectives Over time, different occupations have come up from the daily evolving world. However, one of the oldest and most reputable occupations present in the contemporary society is teaching. Education is a key component for the success of human beings and the attainment of this is through the attendance of classes in modern day society (Swick 102).With any well-set occupation, one of the factors that drive the workers is the concept of rewarding. This is from the fact that rewards act as some form of appreciation for work carried out and thus the importance of having a system through which teachers lie rewarded for their work. Understanding the social organization of the teaching occupation is imperative for the identification of rewarding strategies of an organization (Allen 125). Collier, whose primary research is with K-12 students, nevertheless has produced recommendations that relate well to tertiary students. Collier recommends that content-based, integrated-skill academic instruction should occur while ESL students are mastering basic, social language skills. This relates to earlier research by Cummins on the important distinctions between basic interpersonal communication skills and cognitive academic language proficiency or, more simply, between social versus academic language abilities (Nelson 144). The majority of modern language courses seem to recognize the need for teachers to give some kind of direction to their activities by stating the aims of each lesson or unit in the course. Either these statements of aims describe the activities of the teacher or the object of the lesson as in the examples highlighted below. These are, a. To teach greetings and introductions b. To teach the names of animals c. To practice the simple past d. Indirect statements or questions in the present with know e. Ways of making suggestions: Let us, I suggest, why don’t we? I think We should... 1.2 Motivation Statements like the above, however, present a number of difficulties for teachers and learners alike. Firstly, they lie written from the point of view of the teacher and not that of the learner. They tell us more concerning what the teacher will be doing during the lesson and not what the pupils will be able to do at the conclusion of the particular lesson. In view of an example, one could ask, How long should the pupils practice for, and for what particular purpose and at what level of proficiency? Secondly, they are open to different interpretations by different readers. This is because it is not clear whether active production of the forms is required. On the other hand, merely passive recognition is concerned (Gouzerh 209). This is especially true with statements involving language functions or notions, as in several examples above. It is also impossible for teachers to evaluate the effectiveness of their teaching except by personal criteria such as whether the students appear active, responsive, or even just amused. In some literature, ESL services for English language learners are sometimes referred to as, English as an Additional Language. Services for students who speak a variation of English significantly different from that used in school are referred to as English as a Second Dialect or rather, ESD services. The Conseil scolaire francophone de la Colombie-Britannique enrolls students whose parents have the right to have their children educated in French, according to Section 23 of the Canadian Charter of Rights and Freedoms. Francisation – Langue seconde students are students enrolled in a CSF school whose primary languages of the home are other than French. 1.3 Way of Working With attentive students in class from the incorporation of projectors, they are bound to have impressive results and eventually do. This definitely captures the attention of the teaching organization and thus it embarks on manners through which the teacher can receive a raise. The raise, however, is not the only means of pay that the teacher gets from the school board. The organization also invests in the teacher in that she gets funds to get various other technological and educational materials for his class and with that come few bonuses. This consequently gets the teacher to work even harder to achieve a much more increase in salary and bonuses (Pauley 203). There are two categories of motivational types. These include those, which motivational theorists describe. This is when trying to explain how students learn, and what can provide the best classroom environment. One motivational type can lie in description as external or extrinsic motivation. Roots of extrinsic motivational theory come from B.F. Skinner a behaviorist whose research lay based on behavior modification and the systematic use of certain rewards. The other motivational type is the intrinsic motivation (Morgan 119). It lies characterized by autonomous or self-directed learning, where the student is in control of his or her own learning. Those who believe that motivation to learn lies prompted by external rewards believe that people are passive. Behaviorist philosopher Barry Schwartz notes that students will usually respond only when the two environments tempts them with the opportunity to get rewards or avoid punishment. When an individual learner receives an incentive or tangible reward to participate or to complete an activity, this stands referred to as extrinsic motivation. When one is extrinsically motivated, that particular individual tends to spend time completing an activity as a means to an end or to receive a reward of some type. However, researchers have conducted research, which shows decreased motivation among college students who laid offered only extrinsic rewards. Bowman claims that rewards do not lead to learner autonomy, are too controlling, and serve to undermine self-determination. Researchers argue that extrinsically motivated students eventually become de-motivated, which shows a state characterized by the belief on the part of the student that their efforts are inconsequential to accomplish a specific task and that they lack the ability to do so. 2. Development Ideas The literature review on motivation of ESL students and their participation in interactive listening is a means through which data remained realized. Scholarly articles and books remained used to formulate data built on the content analysis approach. According to Holsti, the content analysis approach is a research technique whose objective is to 39 methodically helps researchers to find distinctive features of the data for answering their research questions. In light of the critical discourse analysis, it can contribute to change in other social elements. This is using these findings as inspiration for my framework, I have attempted to capture implications related to the strategies, and motivation of ESL teaching and learning in respect to the Furlough’s concept of a knowledge or information that may lie enacted in new ways and inculcated in new identities (Allen 187). Similarly, this study finds that participatory pedagogy could lie implemented in ESL classrooms to share the ideals of having a strong focus on learners as multidimensional. In this situation, teachers can have a deeper understanding of how students progress in attaining their ESL goals. It also helps students to be familiar with their personal learning processes by continuously monitoring their own performance while negotiating meaning with peers and teachers. For these reasons, teachers need to create meaningful tasks that lie tailored for the gradual improvement of students’ academic and social needs after graduation. Due to the 74 concurrence of input and interaction, empirical studies in ESL learning should lie based on language learning discourse and social interaction. The article is a true testimony to the passion and zeal of Malcolm X in learning how to read. Malcolm X was born on May 19, 1925 and remains arguably, one of the most articulate and powerful leaders, championing the black community during the 1960s. Malcolm X was a proclaimed ‘’street hustler” with no formal form of education. However, the turning point in his life was when he received conviction for robbery in 1946. During his time in prison, Malcolm X developed a passion for reading after he had all but taught himself how to read English material. In the article, Malcolm X talks about how he literally copied the dictionary in his small writing tablet, in order to learn new English words. Nonetheless, after teaching himself how to read, he indulged in African American history literature, which he developed an irresistible urge, confessing to influencing more on him than the teachings of his mentor Elijah Muhammad. Malcolm X brings about the theme discrimination in his article. He talks about the harsh and inhumane treatment of the black community by the white master. During the era, he lived in, both racial discrimination and segregation was a rampant occurrence. In addition, he brings about the discrimination of China by the United States government in the yester years, talking about how the United States undermined China, only for China to make gigantic steps towards industrialization and civilization, matching the United States. Consequentially, the article shows the effects of discrimination, when Malcolm X talks about Nat Turner a slave preacher, whom was able to mobilize more than seventy slaves tired of discrimination, hence going on the rampage killing numerous white masters, while causing many more to flee. Having an almost similar story as that of Malcolm X, I hence found it imperative to research on his article. When I moved from China to the United States a few years ago, I suffered greatly due to language barrier. I knew very little English, which meant I was not able to communicate effectively with others, which caused me sheer embarrassment. I vividly remember a particular incident in the student cafeteria, whereby I had to point at a croissant, in order to have waiter serve me two croissants. Consequentially, I could here a few giggles and murmurs of other students making fun of me. However, I took the personal challenge to nurture effectively both my written and oral English. I followed in Malcolm X footsteps of literally reading the English dictionary; however, it proved futile, since I did not have the dedication, time, and zeal that Malcolm X had (Swick 112). Nonetheless, as time progressed, I was able to hone my written and oral English. From a very tender age, I have always had an infatuation for Chinese culture and its influence on American pop culture, to enhance my chances of becoming a Chinese-English translator. Because of this, I have read books such as Chinese, their history and culture, Roots of Chinese culture, and why I love China, in my conquest to master the English language and learn more about my beloved China. Currently I do not experience the squabbles and hiccups that characterized my early days in America. Undoubtedly, my grades have continued to rise sharply, matching my advancement and rapid growth in English (Smith 154). During my early days in America, driving used to be a nightmare, since all the road signs and route directions were in English, which I could not easily comprehend. I once found myself on an interstate highway headed to Sacramento, while I was not actually going to Sacramento. This is a challenge faced by many other immigrants in the United States, whom cannot easily comprehend the English language. However, I can testify to the benefits of learning English, which is a language unrivaled by many, due to its wide spread use across the globe. In addition, most sports articles published in the United States are in English, and in order for me to keep up to date with sporting events, it fuelled my desire to effectively learn the language (Nelson 203). Undoubtedly, numerous similarities lie between the article and the above story. A unifying factor is the hindrance of daily activities, through language barrier. Both articles show the misery undertaken by individuals without the knowledge to read in English. Malcolm X quotes that, after developing broad knowledge on English words, due to his thorough study of the Dictionary, he developed a passion for reading African American articles. Consequentially, after I developed similar knowledge, I also indulged in lots of reading, particularly sports articles (Finocchiaro 86). The article by Malcolm X is particularly relevant and informative, since it proves that learning the English language is not difficult, as most people would imagine. In addition, the article clearly shows that determination is paramount towards achieving success in an individual’s set objectives (Beilhardt 202). The article quotes history as being “whitened”, characterized by white men having written majority of history books, since majority of African Americans did not know how to communicate in English. Consequentially, many English-Chinese translators are white individuals, hence the urge and desire to learn the language and become a Chinese translator. In addition, in relation to my Chinese heritage, I found it imperative to expand on the quote “kill the foreign white devils”, which was an outcry in 1901, whereby the Chinese society openly opposed and rebelled against the white man, due to the mistreatments that the Chinese experienced on the hands of the white men. Because of this, I found it necessary to understand effectively the English language, in order to have an all rounded understanding of that part of history. Prior to reading the article, individuals may not be aware of Malcolm X, and his crucial role in championing the rights and liberty of the African American minority from slavery and other forms of racial discrimination. Total Physical Response (TPR) is a language teaching strategy, which particularly introduces new language through a series of commands to physically pass an event. The student, or rather the learners respond to the commands with the necessary action. Research on this particular strategy shows that more efficient learning; with full-student, involvement occurs when students actually move than during the instances when they do not. In the case of beginning students, an advantage of the TPR is that, students are not required to make oral responses until they have achieved and demonstrated full comprehension through physical actions (Ekbatani 176). Meaningful Communication: Research shows that more learning takes place when students are engaged in communication that is meaningful to them because more of the content and structure of the communication enters long-term memory. Communication exhibits meaningfulness, when it touches on the students' real lives or centers on topics chosen by and of interest to the particular students. Teachers also, can stand to ascertain that momentous communication happens in the classroom by allowing students to choose books, topics, as well as materials, which may prove to interest them when appropriate (Finocchiaro 86). Because of learners in all adult ESL classes having varying levels of competence in speaking, writing, listening, reading, and every class ought to lie considered multilevel to some degree. A majority of programmes however, regard the term multilevel as having come to define the categories in which learners from a wide range of classes, from basic beginners to those in advanced levels, enjoy remaining placed together, and in a single group. In random parts of the country, these multilevel classes lie as the only option that programs have when offering ESL classes (Ray 102). Multilevel classes also present challenges to relative teachers. They must engage the interest of all learners in their class, while at the same time helping them achieve, or rather realize their diverse educational goals. Multilevel classes may also exhibit challenges for facilitators, as well as administrators, who ought to provide appropriate and adequate support for the teachers. In view of the Bodily-Kinesthetic Intelligence, it considers, or rather allows individuals to use all or part of the body to create products or solve problems. Athletes, dancers, choreographers, surgeons, and crafts people, use bodily-kinesthetic aptitude (Swick 87). The magnitude is also clear amongst students who relish gym class and school dances, which prefer to carry out school projects by making models rather than report writing, and who fling disintegrated paper with frequency and accuracy into wastebaskets across the room. In light of developing ESL listening, this study finds that cooperative learning and teacher talk help students to engage freely in a class discussion and uncover their potential to succeed. For example, in the reconstruction stage, after listening to aural material, students work in small groups to summarize and give main ideas of the aural material through discussion, which eventually develops their listening skills. This makes the interactive listening approach a crucial paradigm, which helps individual students to understand the rationale behind another student’s utterance and feelings towards a given topic (Smith 154). Praxis, with a focus on interactive listening present pedagogy that employs clarification questions that help teachers and students to develop new knowledge through mutual understanding. Therefore, engaging in interactive listening activities also helps teachers to understand what their students think about a topic, how they progress throughout the learning process, and what help and support they should offer them. Works Cited Allen, Edward David, and Rebecca M. Valette. Classroom techniques: foreign languages and English as a second language. [Rev. and expanded ed. New York: Harcourt Brace Jovanovich, 1977. Print. Allen, Harold B.. Teaching English as a second language: a book of readings,. New York: McGraw-Hill, 1965. Print. Beilhardt, Karl. Learning English. 1. Aufl., 1. Dr ed. Stuttgart: Klett, 1967. Print. Clegg, John. Mainstreaming ESL case-studies in integrating ESL students into the mainstream curriculum. Clevedon: Multilingual Matters, 1996. Print. Dept, Admin. "Home | LearnEnglishTeens." Home | LearnEnglishTeens. N.p., n.d. Web. 14 Apr. 2012. . Dept, Admin. "Camden Fashion | LearnEnglishTeens." Home | LearnEnglishTeens. N.p., n.d. Web. 29 Apr. 2010. . 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