With shifting population trends, this means that all preschool teachers should be ready and prepared to teach children whose first language is not English (Bredekamp & Rosegrant, 1995). It is critical that preschool educators know and ensure that their classroom strategies are affording ELLs with the skills they require in order to progress academically. This research paper will provide an overview of applicable classroom strategies for ELLs by conducting an extensive review of available literature before offering practical applications of this theory to the classroom environment. This will take into consideration attention to bias, as well as multicultural issues that underpin ELL preschool classrooms. Research Question This research paper is guided by the following research question: What are the available and applicable strategies to teaching preschool ELLs? Throughout this research, a number of applicable methods and strategies, which research has shown to be effective in furnishing young ELLs with sufficient skills for kindergarten, will be discussed. There is an increasing presence of preschool ELLs whose families speak little or no English. An intentional preschool curriculum needs to be responsive to cultural dissimilarities, as well as preschool children with minimal or no English proficiency (Morrow, 2007). ...Show more
Classroom Strategies for English Language Learners Name: Institution: Classroom Strategies for English Language Learners Introduction Early childhood education plays a vital role in imparting on young English language learners (ELLs), sufficient knowledge to allow for their later academic success…
According to the research findings improvements, challenges, and controversial issues facing this area of education would be analyzed, prior to presenting a concluding portion which would summarize and highlight the rationale for choosing this field of interest, how it coincides with one’s philosophy of education, and one’s future professional goals.
Generally, motivation and attitude work together to ensure learners’ successful acquisition of a second language; hence, various motivational theories and models have been formulated to examine and explain this connection. However, there is a gap between theory and practice.
While the teaching of English may be quite simple in the context of natural born speakers, its teaching takes a complex dimension when looked at from the perspective of second language learners (Shawer and Banks-Joseph 125-143). Second language learners would require that the teacher use specific classroom management skills in the impartation of information.
They should have lived in the United States, know where he or she lives and know the members of his family and his native language (Brantley, 2007). The student should also be able to share any previous academic experiences he or she has had in the past. The student should have the characteristics of a given culture so that he or she may not feel isolated.
The challenge is the apparent difficulties that one may face in his attempt to learn his second language of choice. It is a proven fact that the ease of learning and grasping a language is a function of the relationship between one’s first language and the second language (Trimnell 2005, 76).
As a result, they are often delayed in their development and their expected learning milestones. For students who are second language learners, the process of learning is even more difficult because they cannot understand the medium of instruction. The challenge is for teachers to develop strategies which can help manage these learning difficulties and barriers.
The study employed a quantitative study method, in which six secondary English Language Learners were selected to be tested on the ability to decode grade level text. The outcomes were quite favorable as 5 out of 6 students realized an increase in their performances on the QRI comprehension portion.
Although discerning the implication of multiword expressions is crucial for language learners, it is not only restricted to achieving proficiency and eloquence in speaking or productive skills but it is also crucial in sharpening the listening or receptive skills.
Through references from different studies the researcher has tried to establish the superiority of SEI approach over other approaches that emphasize on improving the linguistic proficiency of Limited Proficiency Learners
The pathologist went to nearby proficient groups and picked up perspectives on the social foundations of the students, resources, and assets. Through contacts made, the pathologist started to organize with
11 pages (2750 words)Research Paper
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