Teaching a Specialist Subject

Having the insight as a former student and a present educator, Linda Christensen wrote about her views on the way English is taught to students in her essay“Teaching Standard English: Whose Standard?” Christensen

For the Purpose of this study EAL will be used to describe any child with English as an Additional Language. Information from the January 2012 schools census found that over one million children in the United Kingdom now speak another language in addition to English. It also found that there are over three hundred and sixty languages spoken in primary schools. These children can range from beginner speakers of English, such as refugees or asylum seekers, to those who are advanced speakers of English who have grown up at home with both English and another language being spoken (Webster, 2011)

This case study is based on Patricia, a Spanish national in her twenties who is in her last year studying an Economics degree course. She is also a student on the Elementary course at the British Language Centre. Patricia’s started learning English at the bi-lingual school she attended. She learnt English for 3 years but did not take any official examinations, but sees this as a possibility for the future. At school she learnt English because it was obligatory. The only other language she speaks is Spanish.

According to the British Government statistics showing the increase of the immigrants coming into UK (Statistics, 2015), so there seems to be a demand for the provision of ESOL classes across the country to prepare the newcomers to live and work in UK.

It is no secret that the debate over what is the best course of action to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nation's history. In 1968, with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was

Despite having researched the educational challenges ESOL students face, it was only by actively engaging with students that I came to understand the disjunction between the resources available and the requirements for progress in the educational system. ESOL students, lacking familial support and economic resources, are deterred from advancing in their efforts to learn English, thus leading them to become discouraged and

During the course entitled Diversity and Cultural Issues in TESOL Education, issues of diversity and culture, as well as methods, strategies, and approaches for engaging English language learners were examined. Students all over the world learn English for a variety of reasons. Some students must study English as a requirement. Other students may wish to travel, study abroad, or work in the global marketplace where knowledge of the English language is seen as a prerequisite for success. Still other students have migrated to communities where English is spoken as the primary language. A school’s curriculum may be taught exclusively in English. Whatever the reasons for studying English may be, the one thing students all over the globe learning English have in common is that they are all different. Diversity includes different races, religions, ethnic origins, primary languages, among other human traits and wide-ranging economic circumstances.

This reports explores whether immigrants to the UK who are unable to speak English are less likely to integrate into British society and the wider implications it has on society. Recommendations for policy are, rather predictably, centred on teaching English to those who need it. Whilst simple, this seems to be the most effective solution because, if successful, it will prevent the development of areas where a significant proportion are unable to speak English. Moreover, engaging in a positive manner, rather than coercive, will encourage social cohesion. Additionally, often knowledge of a language fuels understanding of a culture. Thus this measure has the potential to deal with the issues well.

Considering the continuing demand of English language skills in a global, competitive arena, teaching English as a Second Language can be a complicated issue. One of the major things to be considered while teaching is what language can be allowed or accepted in an ESL classroom. While teaching English as a second language in a country like India, instructors have struggled majorly while introducing the American colloquial English in the classroom. We might wonder what could possibly be wrong with American English. Nothing is! But, language doesn’t reach the students in one, unchanged, unadulterated form. Language, especially English is a continuum of local expressions, slangs, and popular media sliding into a grand structure and creating different forms and meaning for your perusal. This interest and convenience is a key ingredient to be analyzed when we talk about teaching English as a second language.

facilities, equipment and teachers. This lack of funds has led to an increase in class sizes,

It is no secret that there have been efforts in different parts of the world that aim to improve the educational system. These efforts manifest themselves in raising the bar in educational standards. At the very heart of this revolution is the quandary on the need to make Test of English as a Foreign Language (TOEFL), which has been a divisive one since there are those who argue that this is not relevant given the high rate of usage of the English language, albeit it is not one’s native tongue. In succinct, TOEFL is a standardized test of English language proficiency that is in status quo taken by non-native English speakers when they want to enroll in any United States (US)

English language has become a hugely important international language which plays an important part over the world. It is increasingly seen as the most desirable by millions of speakers all over the world. It?s learning, understanding and practicing is inevitable at the present time. This global language invades the world either with the American or the British culture, simply because language is closely entwined with culture. This mainly reflects the American and British cultural dominance. In here, Some people think that accompanying English language with American or British culture widen the students knowledge of the language, whereas others believe that teaching English language with either American or British culture is a kind of imposing dominance over other cultures

High school teachers are always facing challenges from their students; therefore, “how to maintain a classroom discipline” becomes a serious task. Richmond (Richmond, 1996) has stated ten essential skills for maintaining confidence and poise in the classroom. In this essay, Richmond’s methods will be used to criticise teaching techniques in a video, and then the theoretical perspectives will be discussed.

This essay describes the global spread of English, its advantages and disadvantages, and its’ affects on language from my perspective as an ESL/EFL teacher at the Shanghai Singapore International School (SSIS) located in the outskirts of Shanghai. SSIS differs from other international schools in Shanghai due to its’ large Asian student population . As a Singaporean international school, many places are given in preference to Singaporean students irrespective of their level of English . This policy has caused differentiated levels of English in the classroom - from students who do not speak English at home to those who are fluent English speakers, and has opened the door to other Asian students who have low English levels who struggle

“English seems to have joined this list of basic skills. Quite simply, its function and place in the curriculum is no longer that of ‘foreign language’ and this is bringing about profound changes in who is learning English, their motives for learning it and their needs as learners.” (Graddol, D, page 72)