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To address these challenges, there is need for teachers to employ specific strategies that can improve students learning experience and further improve performance among them (Egbert & Ernst-Slavit, 2010).
To ensure that students engage meaningfully and that they benefit from each other when learning mathematics, I suggest collaborative learning to be applied in class. Under this strategy, the teacher forms groups of four or five students, with each group containing an English native speaker. It is also ensured that students work with diverse student backgrounds; a factor that allows each student to get exposed to different cultures. This strategy relies on the finding that collaborative learning among students can help break language barriers better compared to direct teacher-student interaction (Anahalt, Farias & Farias, 2009).
One of the main benefits of collaborative learning is that it fosters friendship among students from diverse backgrounds. Students, therefore, learn to rely on each other in a positive way when solving mathematics problems. Collaborative learning, in this case, uses diversity as a tool for learning rather than a challenge for English language learners. Additionally, this strategy promotes socially constructed learning, where the teacher acts as a mediator. The teacher uses language to monitor interactions within social relationships that in this case are groups of students. This benefit relies on the proposition that what individuals are made up of and how they think are functions of their social relationships. This strategy equally provides a rich language, encourages thinking, and consequently yields high-level academic performance among ELLs (Anahalt, Farias & Farias, 2009).
One of the technologies presented by Grandgenett, Harris and Hofer (2009), is the virtual manipulative that allows teachers and students to concretely represent abstract
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It is relevant to note, that the main principles relevant to modern children should include individualistic approach and fair attitude to every child. Moreover, it is of crucial importance to combine physical and mental activities in order to develop cognitive, literate, communicative and social skills.
It not only helps students understand the concepts but also helps them communicate with each other properly. There are some advantages and disadvantages of teaching students in their primary languages. Let us discuss those advantages and disadvantages in detail.
This paper seeks to discuss the reasons why English language is not as important to speakers of English as a second language. Although English is the most widely spoken language in United States and other regions, the rest of the population that speaks English as a second language still belong to the global community.
It also suggests some important reviews that are applicable on the test to make it more effective. In addition, the paper explains five alternative assessment formats that could be used to improve the test. Furthermore, it gives the important feature of each of the five alternative formats available.
The cultural capital of children may or may not be congruent within the beliefs of institutional settings, such as school, that have evolved their own sense of cultural capital (Baker, 2001). According to this account, bilinguals' lack of success in schools can be attributed to the discrepancy between children's socio-cultural range and cultural capital and that expected by schools.
Problems like these need to be addressed by the parents, teachers, and students at each school, under the leadership of the principal, using data relevant to that school. "Because of individual academic difficulties, some students can land on the wrong side of these decisions" (Stiggins and Chappuis 2005, p.
And, in compliance with all of the laws these standards have been set up, and they are to begin being monitored by 2001. They also give ways for teachers to asses and monitor the progress students make on each of these standards, and they offer paths for teachers to help students all reach their own levels of mastery and success.
Standards: Let the student speak. On this phase of the lesson, it is directly encouraged that the student be the focus of the conversation. As the observation is to be made upon her capabilities of using the English language into effective utilization for practical conversations, it is expected that the teacher assist her with the use of inquiring questions about the student and nothing more than that.
This is due to the fact that a child learns his first language throughout his childhood, and it gets very difficult for him to indulge in second language learning and into a different culture after attaining a
As the discussion declares despite the consistent, albeit futile, efforts of educational systems, especially in urban setting, we are unable to provide high quality of education to an increasing number of English Learners. We are mistaken when we assume that what works well for the majority of students will work with the English Language Learners.
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