Analysis of Strategies and Methods of Effective English Language Teaching - Research Paper Example

? Capstone Final Project Number: Capstone Final Project Problem ment English Language Learners, who must learn English and age–appropriate subject material concurrently, do twice the work of their native language counterparts since they are held to a similar grade-level standards for academic literacy (Abedi, 2008). The problem, which I am anticipating in connection with teaching techniques of English language learning, is lack of sufficient and appropriate strategies and skills to teach English language learners. The present day classroom comprises of both foreign and native students (Abedi, 2008). Foreign students do not have sufficient exposure to a variety of vocabularies that might assist them in developing a considerable appreciation of the significance and utilization of the vocabularies. It is vital that teachers are aware and that their classroom approaches are granting English language learners the vital skills they require to attain their academic objectives. Research Question With the above information, it can be noted that ELLs have a very tough time in class when compared to their native language (English) counterparts. According to past research, the harder education is, the more prone a student is likely to drop out of school (Kauchak & Eggen, 2011). This means that ELLs are extremely vulnerable. The questions is how can teachers be aware of the classroom approaches and ensure that these are approaches are granting ELLs with the vital skills and knowledge needed to achieve their academic goals? This article finds that a well-planned classroom is the answer to making sure that ELLs are taught successfully so as to succeed in education. A big opportunity exists for making the best use of learning opportunities and creating significant experiences through rethinking the classroom experience (Kauchak & Eggen, 2011). Literature Review Background of the Significance of Education In the past, schooling past basic knowledge and skills was considered to be vital by just a few (O’Day, 2009). However, these days, high school graduation is regarded as a necessity by a majority, and the learning community is being requested to make sure that graduates are proficient in today’s multifaceted, critical thinking, analytical, as well as effective world, in order to meet demanding economic, technological and societal challenges (Abedi, 2008). Learning was long considered to be a gathering of small bits of knowledge, which are hierarchical, sequenced and need to be openly taught and emphasized. Keeping ELLs in mind, this was not a very effective way of educating any kind of student. Learning is now perceived as the procedure of constructing understanding whereby people try to connect new-fangled information to what they previously comprehended. This is with the aim that ideas of thought have some personal coherence and understanding. People construct this understanding in numerous different ways relying on their experience, interests and learning styles. However, it is as if ELLs have been left out of this endeavor. Educators have attempted to come up with techniques that are meant to enhance the education of the normal student (Pine, 2008). They fail to consider that there are other classes of students, such as the ones being considered in this paper (English Language Learners), who also need stern attention so as to prosper in academics just like their native English speaking counterparts. The No Child Left Behind Act of 2001 dictates disadvantaged students, no matter their challenge, should be catered for effectively just as other normal students are catered for (Pine, 2008). Present Situation in Schools Research that has been carried out recently has proven that the classroom design dictates levels of interactions, as well as engagement of ELLs. Thus, the amount of instructions acquired also hinges on the classroom design. A study performed by the National Training Laboratory (NTL) disclosed that just 5% of what is instructed by an educator is retained by his/her subjects. Discussion groups, in contrast, had 50%, and normal practice emerged the most effective learning strategy by 70% (Pine, 2008). Scholars such as Sophocles also advocate for practice as an effective way of teaching people. It is essential to note that, even if individuals think that they know how to tackle a matter, there is no firmness until that matter is tried. One scholar notes that a learner should be motivated to put into practice what they are taught in the classroom (Dekhinet, 2008). He goes on further to state that instructors stress much on ELLs being keen to what they instruct and forget the essential fact that permitting them to practice is the solution to developing a successful education outcome. Hence, a teacher should also try to acquaint him/herself with the practice belief. A classroom should be arranged in a manner, which offers students the feeling as if they are practicing what they are being instructed. Such a classroom should be comfortable or comfy for both the learners, as well as the instructor (Abedi, 2008). Comfy class settings, psychologically and physically, keep the brain focused, endorse a sense of well-being, and decrease distractions. Thus, an ELL will be able to capture the instruction more easily. Why Change the Classroom Setting Comfort is not always a practical phenomenon. Nevertheless, we are aware that when a person is uncomfortable or not at ease, then he or she is distracted. Factors such as lighting, temperature and furnishings, all have a vital role in someone being comfortable (Tillotson, 2000). Psychological comfort is also very important. Places, which are uninviting or intimidating, will influence the depth of learning, which can take place or acquiring instructions. Thus, instructors should mull over granting ELLs control over their classroom. Willner, Rivera & Acosta (2009) carried out studies on the consequences of comfort or relaxation in the classroom setting. Their findings reassured that providing ELLs some form of control over their classroom boosts their sense or feeling of well-being. When offered scholarly designed furniture, their capability of staying focused on what is being instructed is enhanced. In general, a relaxed classroom frees the brain of any distractions that might impede the learning or work that needs to be tackled. Theoretical Framework Diversity, taking into account students’ culture, is on the rise (Abedi, 2008). The test for educational institutions, therefore, is to establish classroom spaces, which can be flexible enough to become accustomed to this diversity and develop the learning experience for all students, regardless of their cultural or educational objectives and backgrounds. The goal of this classroom design should be to enrich academic, sociological and psychological growth. The creation of such spaces must be deliberately opportune and avoid restrictive and prescriptive behaviors, for both students and teachers (Gollnick & Chinn, 2009). Such a space should be one that allows increased levels of engagement, promote active teaching and learning, as well as support the learning objectives of any academic institution for ELLs whether higher or junior education institutions. This framework will make use of the exceptional example offered by the EMCC - Estrella Mountain Community College. The college made outstanding efforts to restructure their classrooms in a manner which gave ELLs and other normal students the feeling that what they were learning was effectively being utilized in the classroom. With a substantial construction plan, the management at the college engaged a number of staff, educators and learners, to aid in framing the requirements, which could be met in a new or renovated facility. Following various deliberations, the institution opted to form a classroom setting that had a discussion theme in it. A classroom, after this, will look something like a learning studio (Diaz-Rico, 2008). It is vital that other institutions try to replicate this because of the success that EMCC has witnessed since completing this endeavor. According to EMCC, students should seat in groups facing each other member of the group and the groups should also face each other. This is to enable constructive interactions among the students. The educator, on the other hand, should be in the middle of the groups (Abedi, 2008). Each group should be provided with two laptops to use for research. The laptops should be shared among two students since a group will consist of four students. To ensure that there is adequate lighting and that the temperature is always favorable, adequate windows should be installed in the classroom and lights should also be put just in case of dark days due to bad weather. Also, ventilators and air fans should be installed to ensure that their air is always clean. An assurance of this framework is that, since EMCC adopted this technique, the institution has seen nothing but improvement on student participation in classroom activities. The number of students who used to drop out before this has decreased and academic performances for both ELLs and other students has increased (Gollnick & Chinn, 2009). Support of the Framework Learning studios enhance peer-to-peer education (Abedi, 2008). Compared to conventional classrooms settings, learning studios allow more relaxed and less intimidating group partnership, whereas still providing educational challenge. When assessed, learners that said they create study groups on their own because interaction with their peers and participation in group matters became a natural behavior. Learning-studio design helps students in building a feeling of belonging and identity (Diaz-Rico, 2008). Students have argued that the face-to-face arrangement of their desks in the classroom makes them more prone to introduce themselves to other classmates at their tables and mull over assignments or share academic issues. Therefore, the deliberate flexibility of learning studios advocates for multiple learning and teaching styles (Dekhinet, 2008). Devoid of any prescriptive design, educators are free to teach or lead discussions and/or facilitate hands-on or group learning (Diaz-Rico, 2008). Therefore, such information makes this theory of restructuring the classroom priceless. Participants Such a framework will need all stakeholders that are concerned with the final product (Abedi, 2008). This means the people who will help develop the structure of the classroom and the people who will benefit from the newly constructed classrooms among others. In essence, the participants will include the school administration, educators, students both ELLs and non ELLs, parents or guardians to the ELLs and other advisors. These students will be from the EMCC institution. The school administration will be incorporated because they need to understand why their classrooms are being restructured again. The teachers also will assist on the best way of restructuring the classrooms and the students will be asked to classify what is best needed in the classrooms. Finally, the parents are meant to give a brief background regarding their children and the advisors are to use this information to best advice on the final outcome. Data Collection Some of the data collection methods that will be used include in-person interviews with a number of English Language Learners, in middle and high schools, as well as those in Universities and their parent. These students will be from the EMCC institution. It is vital to also incorporate the distribution of the survey of EMCC in order to have a glimpse of how classrooms with a studio-like theme look like. During the interviews, students will be asked to describe their classroom experience in the traditional classrooms and in the newly structured classrooms. Parents, on the other hand, will be required to give a brief background on their children so that the classroom is best structured with regards to their preferences (Dekhinet, 2008). This will ensure that the students are considered first in everything that will be undertaken. Action Plan As instructors set up their classrooms, it is vital to think of it as a setting, which should support their ELLs in learning both English, as well as grade-level content, concurrently (Dekhinet, 2008). It might be tough to determine whether or not a classroom is, in reality, a venue where ELLs can attain this dual focus of learning both language and content. The written language on the board, one charts and walls, the language should be written in language that are endorsed with photos, pictures, examples that would offer clues to comprehend the content. In our proposed classroom set up, the written language on the charts, boards and walls should include familiar phrases, which ELLs have been openly taught during their lessons (Ballantyne, Sanderman & Levy, 2008). The set up of our classroom should be logical and well organized so that English Language Learners know where to find information, as well as resources, for each subject. For instance, math charts, math word walls along with math manipulatives, will all be grouped together in one part of the room. Therefore, the students will know they can locate anything they require related to any area in math (Abedi, 2008). This is basically essential for beginning ELLs who do not comprehend most of the ecological print in the classroom. When English Language Learners know where they can always search for information, materials or vocabulary pertaining to a specific topic, it supports their chance of learning in the classroom. Creating a space for everything can be a difficult task since classrooms vary broadly in shape and size. However, with a little originality and input from other instructors, an instructor can normally find techniques of making it all fit (Ballantyne, Sanderman & Levy, 2008). In this layout, an educator can witness that almost a quarter of the space was cut off to be an office to be used by an out-of-classroom instructor, so the educator does not have the entire classroom as his/her work area. Students will seat in groups facing each other member of the group and the groups should also face each other. This is to enable constructive interactions among the students. The educator, on the other hand, should be in the middle of the groups. Each group should be provided with two laptops to use for research. The laptops should be shared among two students since a group will consist of four students. To ensure that there is adequate lighting and that the temperature is always favorable, adequate windows should be installed in the classroom and lights should also be put just in case of dark days due to bad weather. Also, ventilators and air fans should be installed to ensure that their air is always clean (Abedi, 2008). Funds will be acquired from well wishers, as well as the school administration. The proposed budget of this plan will be roughly 2 million U.S. dollars. This is for purposes of planning for the study and also implementing its findings. For instance, purchasing computers, furniture and the stationery that will be needed for the students. All this will be included in that 2 million U.S. dollar budget. In conclusion, the main drawback that the EMCC team encountered was to rethink the classroom setting, as these places would most immediately influence a desired change in learning and teaching methods. How could the structure of a classroom aid active and collaborative learning, engage learners and faculty, grant means for interaction amongst students, as well as the faculty, and support and challenge students? It became obvious that the key to these issues would not come from incremental transformations to the present classroom model. Reasoning in line with “learning studios” became evocative of not just the physical space attributes, but also the model shift towards engaged teaching and learning (Abedi, 2008). The EMCC team formerly developed two prototype learning studios. Creating and designing these first two spaces took roughly two months of planning and creation, but the trial gave EMCC what it required to reassure the direction of moving from conventional classrooms to the newly deliberated learning studios. A number of months after the learning studios were in full use, critics assessed the EMCC faculty and learners who learned in these spaces. Critics were interested in comparing traditional classrooms with the newly improved learning studios. Their findings were that learning improved after these classrooms were constructed. Therefore, other institutions should try and replicate this and make learning and important aspect of their students’ lives. Through rethinking the classroom, an institution will be able to allow their learners to relate what they learn in class with their daily lives. Hence, understanding the instructions taught will be much easier. References Abedi, J. (2008). Classification system for English language learners: Issues and recommendations. Educational Measurement, Issues and Practice, 27(3), 17?31. Ballantyne, K. G., Sanderman, A. R., & Levy, J. (2008). Educating English language learners: building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition. Dekhinet, R. (2008). Online enhanced corrective feedback for ESL learners in higher education. Computer Assisted Language Learning, 21(5), 409-425. Diaz-Rico, L. T. (2008). A course for teaching English learners. New York: Pearson. Gollnick, D. M., & Chinn, P. C. (2009). Multicultural education in a pluralistic society (8th ed.). New Jersey: Merrill-Pearson. Kauchak, D., & Eggen, P. (2011). Introduction to teaching: Becoming a professional. Massachusetts: Pearson. O’Day, J. (2009).Good instruction is good for everyone—or is it? English language learners in a balanced literacy approach. Journal of Education for Students Placed at Risk, 14(1), 97?119. Pine, G. J. (2008). Teacher action research: Building knowledge democracies. California: Sage Publications. Tillotson, J. W. (2000). Studying the game: Action research in science education. Clearing House, 74(1), 31-34. Willner, L., Rivera, C., & Acosta, B. (2009). Ensuring accommodations used in content assessments are responsive to English?language learners. Reading Teacher, 62(8), 696?698. Read More