Discusses methods for teaching English as a second language (ESL)
students.
Written in 2009; 1,360 words; 4 sources; APA; $ 45.95
Paper Summary:
This paper explains that an overarching goal of English as a second language (ESL) instruction is to help non-native speakers draw equivalency in meaning between terms and ideas originating from two different languages. The teacher must select reading and learning materials that are designed to facilitate a greater understanding of sentence structure, vocabulary and diction, the author relates. The greater the emphasis on reading and writing as supplementary to one another, the more probable, the paper underscores, that an ESL student will become an adequate reader, writer and speaker.
Table of Contents:
Introduction
Comprehensible Input
Specific and Ongoing Feedback
Grouping Structures and Techniques
Building Background and Vocabulary Development
Student Engagement
Conclusion
From the Paper:
"Another criterion for creating an English instruction context is the effective provision in the target language of contexts for terms of usage. This provides an argument in favor of dividing classrooms into small groups for activities, which demand verbal application but which also group students according to variant objectives and ability levels. For those of a higher aptitude, this can help to create the opportunity for effective practice of the target language, offering a challenge, which may not be present in larger classroom activities."
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