The Initiation of ESL Observations - Essay Example

Alternative Type of Assessment – Observations The scope of English language teaching and training for non-native speakers comprises of the application of a range of teaching methodologies which aim to successfully incorporate and integrate the fundamentals of the language within each student. The attainment of this procedure is conducted through the formulation of specialized frameworks and models for guiding teaching ventures and meeting the specified objectives of English language teaching. A specified approach which has been designed to meet the objectives of conducting English language instruction is that of English as a second language (ESL) (Carrasquillo 4). The scope of this framework is focused towards instructing students whose native language is not English to achieve a level of proficiency in the use of the language. The utilization of designated teaching methodologies and strategic models in ESL essentially aims shed light on how the specialized development of this framework is aided by the execution of teaching approaches which have been formulated by experienced trainers, teachers and practitioners in the field of English language teaching (Carrasquillo 4). The extensive teaching methodologies which are utilized in ESL comprise of but are not limited to the use of pattern practice techniques, the assessment of meanings in the teaching of the oral component of English language, and assisting students in comprehending the structural components of the language (Carrasquillo 4). The preceding approaches and methodologies which have been discussed in this examination focus on understanding and exploring a dimension of ESL teaching which is linked with providing students with the necessary tools for aiding the learning process. However, another critical dimension of ESL is linked with assessing the students on their learning and the knowledge which they have attained throughout the teaching process. As identified previously, the process of teaching ESL is challenging and complex in comparison with other teaching ventures because it is highly specialized and focuses on teaching a unique group of students in learning a language with which they are unfamiliar or have limited knowledge of. Given this observation, it is important to highlight that as a comprehensive and highly specialized approach to teaching, ESL offers a distinguished system for conducting assessment which transcends the scope of traditional assessment features by providing alternative assessment systems. According to Von Heller, the integration of alternative assessment methods in bilingual education focus on acknowledging the notion that students who are undergoing academic programs of such nature require the unparalleled consideration of teachers and instructors (135). Therefore, the primary purpose which the launch of alternative assessments aims to serve is associated with reducing the possibility of anxiety and stress related factors when appearing for traditional assessments such as examinations (Von Heller 135). Apart from the assessment of teaching frameworks and assessment models, another implication of ESL teaching focuses on applying strategies and tools to encourage the betterment of learning outcomes. In this scenario, the tool of observations has emerged as a critical factor in enhancing the results of classroom interactions and student outcomes. According to Alhosani, the application of observation in a classroom setting aims to achieve the development of best practices and techniques which can be applied to improve learning outcomes (90). Therefore, the purpose of observations in ESL essentially emerges as a tool of data collection in this regard so as to understand the wider classroom environment and acquire a familiarization with events and scenarios. Before embarking upon an analysis regarding the specific aims and objectives of observation it is important to highlight the foundations of applying this tool in the light of research based comprehensions. The key advantage and factor of consideration which encourages the application of observation techniques in the classroom is to enable teachers to understand the participation and response of their students to teaching strategies in an uncontrolled and therefore, natural or realistic environment (Alhosani 90). Therefore, observation in this case refers to closely studying individual responses and behaviours towards teaching initiatives to gauge the extent to which they are proving to be effective. Secondly, observation also entails recording a display of steady and regular responses to ascertain the presence of factors which remain unaffected through the integration of external variables. The application of observation in an ESL classroom is based on the consideration of several factors which may affect how the approach is executed and the outcomes which are attained through the procedure. Moreover, observation may be applied differently as a technique in a classroom setting where students are either adults or children. The implementation of observation in ESL classrooms should most importantly be conducted through the setting of objectives and the identification of questions, inquiries and scenarios that the application of the technique aims to address and uncover. According to Alhosani, the initiation of ESL observations must be conducted by narrowing the objectives and focus of research, for example, sample research questions for observations may include collecting and developing field notes on how teachers launched and managed a writing assignment in the class and recording responses that were received for the work (90). Alternatively, the application of observation in ESL classrooms where the student body comprises of primary students, it is important to follow a systematic approach when applying the technique. For example, the identification of student attitudes in ESL classrooms maybe observed in terms of how the students respond to language tasks and written assignments. The recorded responses may range from identifying how students respond to reading, writing and speaking tasks and activities. Research indicates that observation as a systematic technique can also be applied for recognizing potential issues within the framework of ESL teaching and training. As noted by Polio and Glew, the element of writing remains a critical factor of concern for ESL practitioners specifically when students are requested to present a writing assignment under circumstances where they are being time or subjected to a time limitation (35). Thus, the research of Polio and Glew applied the framework of observations by following a sample size of twenty-six students and launching a model of qualitative model of data collection whereby, observation and interviews were conducted (35). The outcomes of conducting observations with reference to this study allowed practitioners to note significant and consistent student behaviours during the completion of writing assignment. A key element identified during the procedure of observation suggested that students’ time management skills during writing assignments lacked precision and did not focus on the proper distribution of time on a set of questions (Polio and Glew 35). Moreover, observation also revealed that students lacked credible decision making skills when understanding the question effectively and devising a plan for handling the specific question in accordance with a specified approach to achieve success (Polio and Glew 35). The aforementioned example represents the use of planned or formal observation techniques in ESL teaching whereby, the pattern of observational research is focused on devising a plan and methodology which is later applied in accordance with the proposal (Walden 40). For example, in the research of Polio and Glew, the study was aided by the use of a formal framework as the number of students in the sample size was selected beforehand and the research design was based on the incorporation of two qualitative data collection tools which are that of interviews and observations (35). Apart from observing potential issues in student learning the scope of recording student responses to tasks, activities and assignments is beneficial because it allows teachers to understand whether students are developing a positive understanding of the curriculum and whether they possess a comprehension of concepts and ideas delivered during the process. Thus, other observational elements may comprise of identifying whether students are comfortable in working amongst groups, whether the students are willing to participate in speaking assignments in front of the class and whether the student demonstrates confidence in being able to read passages allowed. ESL teachers and practitioners can employ the outcomes and results provided by observations in a positive manner organizing and recording data by practicing techniques which they find to be appropriate, feasible and practical. The potential ways of data recording include maintaining journal records and entries of specific observations, creating lists for highlighting progress and marking the phases of observational procedures and maintaining consistent recordings on periodic levels. Observational tools of data collection, assessment and evaluation have remained a critical and pivotal element of research designs for scholarly works and studies regardless of the discipline of research and specific assignments. Considering the advantages of applying observation within the framework of English as a second language teaching, training and learning, teachers should be encourage to launch observational frameworks whether on a formal or informal scale not note behavioral patterns of students and record their responses to various assignments. This factor would enhance the outcome of ESL teaching by highlighting the presence of any issues within the methodology and teaching framework and also allow teachers to devise strategies for enhancing existing curriculum and structural elements of ESL teaching. Works Cited Alhosani, Najwa M. Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students. ProQuest, 2008. Carrasquillo, Angela L., ed. Teaching English as a second language: A resource guide. Routledge, 2013. Polio, Charlene, and Margo Glew. "ESL writing assessment prompts: How students choose." Journal of Second Language Writing 5.1 (1996): 35-49. Von Heller, Clark. ESL Doxography 101. Infinity Publishing, 2006. Walden, Elizabeth Taylor. A case study of beliefs and culturally relevant practices of four kindergarten teachers and ESL reading achievement. ProQuest, 2008. Read More