English-language learner: Difference between revisions

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In order to have an environment that is beneficial for the teacher and the student culture, literature, and other disciplines should be integrated systematically into the instruction. “Postponing content-area instruction until CLD students gain academic language skills widens the achievement gap between the learners and their native-English speaking peers” (Herrara, Murry & Cabral, 2007, p. 173). Relating to culture, teachers need to integrate it into the lesson, in order for the students to feel a sense of appreciation and a feeling of self worth. One teacher noticed that her student, Enrique does not like to embrace the fact that he is Spanish or even speak it. She took the initiative to call the parents to address the issue that he believes English is the only way. She decided to incorporate the Spanish word, facile into her lesson which means easy but can be used for both languages. She ended up making a Double Value word wall which will not only be beneficial for Enrique but also for all the learners in the classroom (Herrara, Murry & Cabral, 2007, p.87). The teacher was able to integrate the Spanish culture into her lesson which enriched all the learners and helped address the issue that it is okay to speak in the students’ native language.

By integrating literature into the instruction students will benefit substantially. “Reading texts that match learner interests and English proficiency provide learners with comprehensible language input--a chance to learn new vocabulary in context and to see the syntax of the language” (Rabideau, 1993, p.3). Students will be motivated and will make learning more enjoyable. Lastly, by integrating other disciplines into the lesson it will make the content more significant to the learners and will create higher order thinking skills across the areas. By integrating language into other contents, it focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects” (Reilly, 1988, p. 2).When language and content areas are integrated ESL students become aware “that English is not just an object of academic interest nor merely a key to passing an examination; instead, English becomes a real means of interaction and sharing among people”.<ref name="Oxford2001p5">{{Cite web | last = (Oxford, | first = Rebecca | date = September 2001, p| title = Integrated Skills in the ESL/EFL Classroom | url = http://www.cal.org/resources/digest/0105oxford.html 5)| publisher = Center for Applied Linguistics | work = ERIC Digest. 6(1)1-7 | page = 5}}</ref> Therefore, students will be able to communicate across the curriculum, acquire higher level skills, and be successful in their daily lives.

== References ==

{{reflist}}

•Mohan, B. (1986). Language and content. Reading, MA: Addison Wesley.

•Mohan, B. (2001). The second language as a medium of learning. English as a second language in the mainstream: teaching, learning and identity. Harlow, England: Pearson Education, Inc.

•Ortega, L. (2009). Understanding Language Acquisition. Hachette Livre, UK: Hodder Education.

•Oxford, R. (2001). Integrated skills in the esl/efl classroom. ERIC Digest. 6(1)1-7.

•Rabideau, D. (1993). Integrating reading and writing into adult esl instruction. ERIC Digest. 1-4.