The Approach the Course Applies in the Teaching of English as a Second Language - Book Report/Review Example

Running Head: LINGUISTIC REPORT/BOOK ANALYSIS Name Course Instructor Date The teaching of English as a second language (ESL) is based on having the learners use the language as an instruction medium and for entertainment and commerce. The subject matter is to reflect an international perspective. The teaching and learning process is however expected to maintain fairness in culture and not be culture free. The learning process is to utilize both the authentic or/and semi authentic learning materials from a wide range of sources. The topics that are to be selected in the learning process are to meet the needs of the students that are using ESL in education, current affairs, welfare and health, travel as well as school affairs (Francis, 2006). The study will analyze Edexcel IGCSE English as a Second Language Student by Baljit Nijjar and Janet Searle Cambridge University Press (2011) and IGCSE English as a Second Language (3rd Ed) Coursebook 1 by Lucantoni, Cambridge University Press Peter (2009). The study will skills emphasized as well as analyze the approach the course applies in the teaching the identified skills. To begin with, the two course books are used in the IGCSE in ESL and are designed to educate learners who are aiming to obtain the secondary education while using English as the instruction medium. It is also aimed at educating the learners having employment prospects and need to enhance their educational future in English. The books employ the Natural approach and English Learning Development (ELD) which is a systematic application of pedagogical strategies that are designed and proven to have a promoting effect in English language acquisition by learners whose L1 is not English. This makes it simpler for the learners to acquire the language as it uses the similar principles that were used in the acquisition of the L1. The aims of the strategies employed in the learning process include; Develop the ESL learner’s ability to effectively use English for practical communication purposes Formation of a sound base in regard to the required skills using English for the learning and employment The promotion of the personal development of the students It is clear from the objectives the course books emphasize on the reading, writing, listening and oratory skills (Paltridge, 2001) (Nijjar, 2011). In the development of the reading, listening, oratory and writing skills, Paltridge and Najjar utilize heavily on the Specially Designed Academic Instruction in English (SDAIE) strategies that pays great emphasis on the curriculum as it promotes the development of the English language in learners. Developed by Krashen (1982), emphasizes on the use of visuals, manipulative ideas, graphic organizers, regalia and emphasis on peer interaction opportunities. This are able to aid the ESL learners appreciate the English academic content. The methodology emphasizes on the cooperative and collaborative learning groups. Teachers are to act as guiders for the learners by use of the various selected strategies (Echevarria, 2006). The strategies employed by Paltridge and Najjir to develop the reading and speaking skill of the ESL learners are done in progressing steps. Speaking involves the realization of the intentions i.e. the message. This borrows heavily from the Levelt’s 1989 language production model that involves the conceptualization of the message, formulation and lastly the articulation. The first stage of conceptualization involves the build the learner’s ability to generate the preverbal message before formulating it through the grammatical and phonological encodings and articulation of the meaningful sounds. To enable this, Najjir and Paltridge use rhymes, poetry and alliteration to draw the learner’s attention to the individual language sounds (Lucantoni, 2009). In the formulation process the learner is able to access his memory, to be able to find words that he/she been taught that have a relation to the scenario, select them and be able to generate sentences and sounds while trying to observe the syntactic and phonological rules. The structural approaches are utilized by Najjir are similar to Paltridge’s as most activities involve individual and choral repetitions and scripted dialogues that are short in nature. The communicative approach is also utilized as the emphasis is put on stressing the fluency as well as accuracy in the language (Lam, 2009). Paltridge and Najjir employ the use of the language by the learners outside the classroom (while communicating with their peers and other persons). The cooperative strategy encourages the learners to use the language in the social manner which leads to positive social interactions. This will enable the learners view the classroom as a friendly and comfortable place where they feel safe to use their newly language acquired skills. This social comfortable use of the acquired language skill is able to have an intrinsic motivation to the learners. Paltridge and Najjir use the advanced organizers which are provided to the students through labeling things in the classroom thus building the learners vocabulary by helping the learners make connections between the L1 and the L2. The authors also allow the utilization of different forms of media like magazines audio tapes and other computer software (CALL) thus addressing different styles of learning to aid in building this connection (Nijjar, 2011). Paltridge and Najjir apply the meta-cognitive approach in the teaching of oral skills to the ESL learners. This approach focuses on the use of observations and stimulated recall that conceive the effective use of strategic thoughts. The approach is effective as in the identification of problems, planning of content and language planning skills. The Oral presentations are forms used by the course books to help the ESL learners in practicing their English skills. The student will be able to facilitate the planning of the L2 communication skills through the assessment of the expected outcome of the task at hand. The learners are expected to involve specific skills, in their interaction process which include; the opening and the closing modes of conversation, choice of topic, the recounting of personal experiences and incidents, turn talking, the use of adjacency pairs, interruptions and how to react to others (Lam, 2009). The students will be motivated extrinsically to work extra hard by knowing that they are going to have a presentation in front of their peers in the class. Paltridge and Najjir provide guidelines to the teacher in this case who will have to go through the presentation basics with the learners then assign the topic that the students are expected to present in the class. The student will have to perform a frantic search of the topic and write the presentations (Paltridge, 2001). This goes a long way in developing the learner’s reading and oratory skills. In the oral presentation basics, the learners will be enlightened on the don’ts and dos. The learners are also to develop their skills in the presentation model structure. The students are to be evaluated both by their peers as well as the teacher. Thus providing a less biased evaluation of the acquired skills (Nijjar, 2011). In the development of the writing skills, both Paltridge and Najjir apply the process genre approach. The students are encouraged to think and write in relation to their surrounding environment. The teachers in this case act as assistants and guides to the learners by offering feedback and other relevant forms of suggestions that are aimed at guiding the students to become better writers. The teachers are to make deliberate aims to arouse the curiosity of the learners in to being creative writers while at the same time observing the grammatical rules of the language that is being learnt. They are to train the students on writing technologies through the identification of skills used in a variety written works from respected writers and authors. Paltridge and Najjir emphasize on the use of the schemata and the prewriting stages. The students are to increase their writing curiosity as the teachers assign them to the various topics that are of specific interest to the learners. In so doing, the course books encourage the application of the listening, reading and oratory skills in this process. The approach further emphasizes on the utilization of the six steps which include; preparation, reinforcing and modeling, planning, joint constructing, independent constructing and reviewing. In this stage the students are expected in some activities to rewrite exchanges. The learners are to think of exchanges they had with a friend and relate it to the class exercise. Najjir and Paltridge suggest that the students be divided into small groups and take a heated discussion. The learner is to write down the instances which he said that he can change. The students are then to utilize the vocals adverbs and verbs and translate the heated discussion into an interesting story. Both Paltridge and Najjir employ the grammatical options through prepositions, conjoining words, adjectives, similes and the writing of compositions based on given or suggested topics that are related to the students experiences. The development of writing skills is essential for the learners by both writers. The ESL learners are educated on the writing skills using the 11 writing principles. Comprehensions in this case are vital as the learners are expected to read and summarize them thus developing their planning, editing and planning skills. These skills are also enhanced as they are to write compositions on a variety of topics. The instructional arrangement strategy employed by Najjir and Paltridge is aimed at building the learner’s skills in collaborative writing as the students are to work in planning, drafting, revising and editing the written compositions. The writing strategies employed are also aimed at having the learners identify the appropriate word combinations that are acceptable grammatically (Badger, 2000). References Badger, R. a. (2000). A process genre approach to teaching writing. ELT Journal 54 (2) , 153–60. Echevarria, J. S. (2006). School reform and standards-based education: A model for English-language learners. Journal of Educational Research, 99(4) , 195–210. Francis, D. J. (2006). Language of instruction. In D.August and T. Shanahan (Eds.), Developing in Second-Language Learners: Report of the National Literacy Panel on Language Minority Children and Youth. Mahwah, NJ: Lawrence. Lam, W. (2009). Examining the effects of metacognitive strategy instruction on ESL group discussions: a synthesis of approaches. Language Teaching Research, 13(2) , 129–150. Lucantoni, P. (2009). IGCSE English as a Second Language (3rd Ed) Coursebook 1,. Cambridge : Cambridge University Press. Nijjar, B. a. (2011). Edexcel IGCSE English as a Second Language Student . Cambridge : Cambridge University Press. Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: . Michigan: University of Michigan Press. . Read More