A critique of the current system for teaching English as a second language system in the Canada.
Written in 2006; 1,550 words; 6 sources; MLA; $ 50.95
Paper Summary:
This paper studies how Canada currently teaches English to non-native English speakers. The paper criticizes the system for focusing too much on exams such as the TOEFL, while failing to truly teach students how to function in an English-speaking environment. Then the paper presents a research-based review of new teaching models, including the Cummins model.
From the Paper:
"There are various subjective factors that can influence the acquisition of a second language, such as age, the environment, and the learners' self-esteem. Also, objective factors like the teaching model and assessment approach adopted by different teachers can influence the persons' English skills. The huge ESL group includes students who are taking the courses for higher education; adult professionals who want to master fluent English in order to find jobs in their chosen field; and some others with various interests. Therefore, ESL curriculum should be designed separately to meet the needs of different groups so that they are able to learn more effectively. However, as far as I am concerned, the existing ESL teaching models are not clearly classified despite the constantly developments. The so-called ESL problems are still the obstacles resulting low grades in students' academic studies or downward shift in adults' positions."
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