Teaching ESL, Research Paper Example

Teachers must possess expert knowledge and understanding of the English language in order to be able to provide English Language Learners with the tools and resources that are required to learn the language properly, including integration of the key principles that govern the language. In accordance with Teachers of English to Speakers of Other Languages (TESOL), there are a number of key principles that must be considered when teachers develop a strategy to address the specific requirements of English language proficiency and utilization throughout daily living. The Principles of Language Acquisitions enable teachers of the English language to master the knowledge that is required to educate others regarding this practice and to be cognizant of these principles in providing instruction effectively (TESOL, 2006). These principles will now be addressed in the following paragraphs.

The first principle notes language as functional, and this process encourages individuals to examine language and whether or not it is utilized properly as a communicative tool with a positive result (TESOL, 2006). In this context, language as a form of communication and individual expression must be considered, as this provides a means of examining the skill and aptitude level of the ELL learner. This principle offer summary of the common themes that are relevant in daily living in regards to communication and whether or not an individual learner is able to communicate and share his or her thoughts and ideas in an expressive manner in this setting (TESOL, 2006).  One example the teacher might implement is to provide photographs in the form of handouts that depict common themes or objects that are witnessed throughout daily life, such as different types of food, automobiles, various forms of clothing, objects in the kitchen or other rooms of the house, and other items that might be commonly encountered that could lead to one or more forms of communicative expression throughout daily experiences. Another example that teachers may provide is to associate words with different objects that are commonly observed in the classroom environment that could trigger communication in the form of ideas and different types of emotions or other forms of expression. A student will associate the object with the word and will begin to recognize these words in daily living and gain a greater sense of comfort in sharing an idea with someone else. A final example of this principle is to identify a scenario or simulation in which a student must share an idea or a series of ideas with another student, using an open dialogue that is basic in nature yet powerful in its message. With the guidance of the teacher, this simple interaction might be used as a beginning to instill confidence in students regarding their early level of communication in the English language.

The second principle established by TESOL is that language is highly variable, and that for each person, language is differentiated by unique sounds, perspectives, and approaches to the words that are spoke or written (TESOL, 2006). In addition, each individual has his or her own way of sharing information with others, and this may be simplistic to begin with but it eventually evolves in its level of complexity. Furthermore, there are considerable differences in language as related to specific cultures and how these impact individual learners, including whether or not students are able to adapt to English within the context of their own customs and core values. One example the teacher might implement is to enable students to share some of their own customs and values in their language of origin in the classroom environment. Simply because students are learning English for the first time, this does not mean that they should ignore their native language and they should not be afraid to use it or to refer to it in limited ways. This encourages students to be creative and to recognize patterns that may also be useful in adapting to the English learning process.  Another example that teachers may provide is to enable students to express themselves in a controlled environment using a role-playing strategy, as this will enable them to better understand how their language and customs might fit into different roles and situations so as not to feel isolated and singled out from the rest of their peers.

A final example of this principle is to provide students with examples of different approaches to writing using basic English, as this will enable them to improve their understanding of how writing is observed in different styles within the language in a variety of communication styles, both verbal and written.

The third principle identifies language learning as cultural leaning, and it supports the ability of language to be reflective of specific cultural values, norms, beliefs, and expectations (TESOL, 2006). In this context, it is known that “Language is a uniquely human gift. When we study language, we are uncovering in part what makes us human, getting a peek at the very nature of human nature. As we uncover how languages and their speakers differ from one another, we discover that human natures too can differ dramatically, depending on the languages we speak” (Boroditsky, 2010). Therefore, it is important to identify methods in which culture is a critical part of language and the ability of an individual to interpret words and ideas based upon differences in language. One example the teacher might implement is to enable students to develop a cultural identity that will enable them to be respectful and supportive of their native language. They could write down words from their culture that accompany specific emotions or customs within that culture which has contributed to their own identity. Another example that teachers may provide is to explore the many different types of languages that are prevalent within the United States and to further examine how persons in different parts of the country possess their own dialects. A final example of this principle is to examine the melting pot that is the United States and how each individual is from one or more cultures that overlap each other in different ways.

The fourth principle is the belief that acquiring language is a long-term process, one that requires many years to fully understand and acknowledge (TESOL, 2006). Language is a complex phenomenon, regardless of the dialect or culture that is under examination; therefore, these principles must be addressed in accordance with the needs and expectations of the language itself. Acquiring any type of language typically requires five to ten years of study in order to master it to the level of full academic language proficiency (TESOL, 2006). One example the teacher might implement is to require students to learn interpersonal skills as part of the language acquisition process to promote greater cognitive proficiency of the language itself. Another example that teachers may provide is to enable students to work towards a common yet required goal that will support greater proficiency within the language, and this is accomplished by writing down words that are commonly used in an academic context. A final example of this principle is to examine the level of motivation of the ELL learner and to determine how to best approach these circumstances in order to achieve the desired proficiency results for these students.

The fifth principle is that language acquisition transpires with meaningful interaction and a high degree of challenging content (TESOL, 2006). The use of the English language must also coincide with practical yet meaningful interpretations of the language for students. One example the teacher might implement is to enable students to communicate directly with each other with some degree of flexibility in order to enhance their communication skills more effectively. Another example that teachers may provide is to pair students together, one of whom has mastery in the English language, in order to educate the other student in an environment that is free of distractions and judgments so that students may learn properly. A final example of this principle is to enable students to examine higher level material, as this will provide a greater focus on the areas where additional work is required. Nonetheless, this should not be an exercise in futility and should enable students to express their frustrations effectively in the context of the learning environment.

The sixth principle is that language processes are established on an interdependent basis and do not occur individually from each other (TESOL, 2006). This demonstrates that many different aspects of a given language must be learned concurrently, as this supports greater acquisition and retention of the language and greater proficiency. One example the teacher might implement is to enable students to identify their own proficiency through speaking and listening (TESOL, 2006). This encourages a verbal dialogue in conjunction with the written words. Another example that teachers may provide is to utilize technology-based solutions to ensure that there are sufficient opportunities to achieve greater proficiency of the English language. A final example of this principle is to examine how students interact with their responses to questions so that all learners gain from these experiences.

The seventh principle is that native language proficiency is a key contributor to second language acquisition (TESOL, 2006). In this context, a person’s native language will provide a basis for acquiring skills and knowledge in the English language (TESOL, 2005). This tool is associated with First Language Theories and supports the use of the native language in learning English more effectively. One example the teacher might implement is for students to utilize their native language, which provides a framework for learning and adapting to the English language. Another example that teachers may provide is to compare words in the native language and in English on paper in order to evaluate both sets of words and to correlate their meaning effectively. A final example of this principle is to examine the use of words in the native language and the target language through popular culture, such as books or television shows, as this will support positive associations among words and to the material.

The eighth principle is that bilingualism is both an individual and a societal asset that will remain with an individual throughout the life span (TESOL, 2006). The ability to demonstrate bilingualism is an important step in achieving successful language proficiency, along with improvements in academic achievement. One example the teacher might implement is to enable students to present material in a hybrid format using both their native language and the English language to promote comport and familiarity with the material. Another example that teachers may provide is to support student learning of new languages in a universal context in order to promote effective outcomes for all students, including positive academic achievement. A final example of this principle is to recognize the importance of enabling students to use both languages from time to time, and a controlled environment such as the classroom is a positive means of addressing this requirement.

Different models of ESL construction must also be considered as a means of examining language and context in different ways to improve education regarding language acquisition (Snow). For example, a model such as immersion education engages students fully in the language learning process and is designed to enable them to take the appropriate steps to achieve language proficiency in the classroom setting. Snow also indicates that immersion models may take on several different forms, such as middle or delayed in order to accommodate other student-based needs. The model incorporates content and language in such a way that it supports the ability of students to properly complete all required assignments, using the English language in the process.

A model known as content-enriched foreign language in the elementary school provides a basis for examining student learning across several subject areas and how this coincides with student learning within the ELL classroom setting (Snow). The model incorporates content and language through an organized approach to managing all lessons concurrently so that ELL studies support other lessons effectively.

The sheltered model distinguishes between second language students from native students in regards to content instruction (Snow). The model incorporates content and language by supporting a greater focus on ELL students in a classroom that is separate from the others in a purposeful manner.

The adjunct model enables students to be concurrently enrolled in language and content courses (Snow). In this context, ELL and content course are organized concurrently to support both aims. The model incorporates content and language to facilitate a collaborative approach to learning that involves support on both sides of the educational framework.

The content-enriched model is most appropriate for learning in the ELL classroom because it supports a greater understanding of cooperative learning and how both types of coursework rely on each other to create mutually beneficial outcomes. The immersion model, the second choice, supports a period of acceptance of the English language as the primary choice, rather than to rely on the native language too frequently. The adjacent model also supports and encourages learners to receive specific language instruction, along with content instruction, on an individual basis, yet supportive of the missions of both types to optimize student benefits.

Fair and balanced assessments are critical for English Language Learners because it enables students to gain a higher level of confidence and strength in the work that they are performing in order to learn and master the English language. Assessments must be comprehensive in nature and provide a basis for examining the entire picture, but also in consideration of the level of language proficiency that is observed at the time of the assessment. Therefore, diversity must be addressed, yet assessments should not be biased in any way so as not to judge students based on their performance in speaking and writing the English language.

References

Boroditsky, L. (2010). Lost in translation. Retrieved from http://online.wsj.com/articles/SB10001424052748703467304575383131592767868

Teachers of English to Speakers of Other Languages (TESOL). (2006). PreK-12 English language proficiency standards. Alexandria, VA: Teachers of English to Speakers of Other Languages.